![]() While the framework presented here requires further development, I hope this paper will encourage debate on the applicability of critical approaches as tools for the design of subversive historical games.Originally posted by :For every other job that can use both engineers, workers (and children), they are all also equally efficient (even though it would not make much sense for younger children to have efficiency equal to adults). In this sense, I use this approach to identify unique characteristics of games that could challenge specific discourses, adventuring how games can add further historical reflections, reaching creative and critical interpretations of the past. I will argue that similar frameworks that aim to deconstruct history are pertinent tools for exploring the medium’s potential as they allow deeper insights on historical representations and unveil new designing perspectives. I propose an application of these dimensions to analyse how games represent historical themes and convey specific discourses. Using this approach, I situate history in different roles exploring multiple dimensions of identity/alterity. In this paper, I present a provisional framework for analysing and exploring historical games based on identity/alterity theorizations. A framework for exploring historical games Into designing this lesson plan and identifies challenges educators might face bringing these This paper outlines the research that went The game and their other non-game classwork. ![]() The test was to see how students reacted to the game, both as a gameplay exercise and asĪ source of content, and whether students would be able make logical connections between Narrative games with historical elements as a prelude to a critical writing exercise. The lesson plan was developed to test the feasibility of using storybased Shelf game, The Last Express (Mechner 1997), originally developed and published forĮntertainment purposes. ![]() The author designed a lesson plan for a Lynn, MA teacher’s 9th grade World History class,įocused on the beginning of her World War 1 unit. The Challenges of using Commercial- Off-the-Shelf Narrative Games in History ClassroomsĪs part of an Arthur Vining Davis-funded project conducted by the MIT Education Arcade, Through the portrayal of the British Raj in videogames, this paper makes a broader point about the need to reflect postcolonial and plural voices in historical commentary in games. To do so, a framework of postcolonial historiography, which has been in place in other related Humanities disciplines for decades now, has been introduced and employed to challenge historical notions that promoted an orientalist mono-narrative to describe the histories of erstwhileĬolonies such as India. The aim is to address the lack of plurality in the portrayal of history in videogames and also to bring up postcolonial theory as yet another point of departure via which it is possible to explore the potential of digital games as a medium for promoting diversity and a more nuanced and representative way to think through history critically. This paper addresses the treatment of colonial history in videogames, particularly in empire-building strategy games such as Empire: Total War and Age of Empires 3. The SEGA and Microsoft History of India: The British Raj in VideogamesĢ016 DiGRA/FDG ’16 – Proceedings of the 2016 Playing With History Workshop
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