Simulation Games as World History Identity Resources

Most students dislike studying history and list it as their least favorite school subject (Hobbs & Moroz, 2003; Loewen, 1995). This statement is the over riding theme of why I innovate the learning experiences for students. While using game-based learning in the design of projects is not new to public education, few teachers are willing to experiment with this pedagogic method in the classroom for many reasons. Thus, educators are relatively behind both large corporations and the military in embracing games for learning (Prensky, 2001; Squire, 2006; in press). In many policy statements within the U.S. Department of Education concerning what 21st Century learning should look like, game-based learning experiences are being encouraged and are grounded on hundreds of pieces of research as an excellent alternative to the ineffective dullness of direct instructional methodologies.

Hobbs, D., & Moroz, W. (2003). Secondary students' growing disenchantment with social studies – a case study. Paper presented at the Australian Association for Research in Education 2001 Conference. Crossing Borders: New Frontiers for Educational Research -2 to 6 of December 2001 Fremantle, Western Australia.

Prensky, M. (2001). Digital game-based learning. New York: McGraw Hill.

Squire, K.D. (2002). Rethinking the role of games in education. Game Studies, 2(1).

Additional Readings

Learning By Playing - Video Games in the Classroom