\t\t\t\tMore students are being exposed to historical narratives through game play — but what exactly are they being taught? From a report: Analyzing video games is particularly difficult for two reasons. First, their influence is hard to track: Teachers may not even notice that the student asking why the Ottomans didn’t colonize America or what happened to Burgundy may have a view of history that was molded by Paradox games. “The student in your class that knows what Prussia is is the student that played Europa Universalis IV,” Devereaux said. And second, unlike other cultural mediums, “games are about systems; they’re about the mechanics,” Devereaux told me. Those systems and mechanics are how video games can “teach” people history. The presence of such mechanics, though, does not mean that players will necessarily understand them. “The major challenge is getting players to recognize and think explicitly about these systems,” Marion Kruse, an assistant professor of classics at the University of Cincinnati and a dedicated gamer, told me. <\/i><\/p>\n

In my experience, Europa Universalis is particularly effective at teaching users about its systems. Playing in Spain in Europa Universalis, you’ll learn the power of a good marriage when you see that Spain is actually the result of a personal union between the crowns of Castile and Aragon. If you’re unlucky enough to choose a country in the Balkans, you will quickly understand the full force of the Ottoman invasions of Europe. Invade the Soviet Union in Hearts of Iron, Paradox’s Second World War simulator, and you’ll be reminded why Napoleon and Hitler both failed to subdue Russia: “General Frost.” The processes the player engages with teach them claims about how the world works — what The Atlantic’s Ian Bogost has called “procedural rhetoric.”<\/p>\n

Paradox’s titles don’t take a single view of history, but each game does provide a framework for understanding a particular historical period, buoyed by a number of procedural claims. Take Europa Universalis. The game essentially simulates the story of Europe’s rise from a relative backwater to a continent that dominated the world. That means that no matter what exact course the game takes, it usually results in the consolidation of large, powerful, centralized states in Europe and their rise to global primacy. The game uses a mechanic of “institutions,” such as the printing press and the Enlightenment, which appear in a preset order at 50-year intervals, almost always in Europe, before slowly spreading around the world. Without these institutions, new technologies can be adopted only at much greater cost, meaning that over the centuries Europe slowly pulls ahead of the rest of the world technologically. The player is taught that what made Europe exceptional was the adoption of these institutions, which allowed technological growth to flourish and thereby gave European countries the advantage they used to dominate the world.<\/p>\n<\/div><\/div>\n

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More students are being exposed to historical narratives through game play — but what exactly are they being taught? From a report: Analyzing video games is particularly difficult for two reasons. First, their influence is hard to track: Teachers may not even notice that the student asking why the Ottomans didn’t colonize America or what […]<\/p>\n","protected":false},"author":3,"featured_media":12304,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"fifu_image_url":"https:\/\/a.fsdn.com\/sd\/topics\/education_64.png","fifu_image_alt":"","footnotes":""},"categories":[574],"tags":[],"class_list":["post-12303","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-new-released"],"yoast_head":"\n