The video game market is a big part of the current popular media landscape and is growing rapidly. Developers of video games are keen to make use of a variety of historical pasts as this provides... Show moreThe video game market is a big part of the current popular media landscape and is growing rapidly. Developers of video games are keen to make use of a variety of historical pasts as this provides them with recognisable themes,settings or narrative frameworks. Video games can be seen as the manifestation of experiential learning theory: they provide a unique informal learningenvironment in which their interactive nature allows for an immersive experience with which a deeper level of personal and historical learning can potentially be reached than in more formal settings. However, pasts incorporated in video games are mostly utilised to provide a fun experience in order to generate revenue. As more and more people depend on video games to teach them about the past, they often take the history presented in them for granted, relying on developers to tell an accurate story. Unmediated, players are prone to miss opportunities for critical engagement with the presented past, and can fall into the trap of presentism.It is important for those teaching about the past to understand how video games work, and what their potential and impact are. Data-driven approaches allow us to explore what types of games are considered to be ‘historical’. Our research shows that 206 million copies of games have been sold through Steam that were tagged as historical, and can be classified as strategy/top-down games, action-adventure narrative-driven games, or first-person action games. These types all have a reliance on some form of violence as central game mechanic, which needs to be taken into account when using video games as an education platform.Through four case studies, we show that video games can function as a platform to teach about the past in a critical, yet fun way. Firstly, Twine can be used to stimulate critical and multi-linear thinking as it allows the user to create a narrative based on a branching structure instead of a linear one. Secondly, video games can be incorporated into formal classroom settings in order to illustrate certain complex theoretical concepts. Streaming, or creating videos about games that incorporate the past, can be a major avenue for content-focused teaching, as well as a way to reflect on video game pasts – the third case study. Lastly, our RoMeincraft case study shows that participants are not only taught something about Roman heritage but also able to increase their skills in communication and digital media. The goal of this chapter is to provide researchers with practical examples set within a solid theoretical Show less
Ubisoft's Assassin's Creed series is one the entertainment industry's most popular titles set in the past. With a new game released on an annual basis-each full of distinct historical places,... Show moreUbisoft's Assassin's Creed series is one the entertainment industry's most popular titles set in the past. With a new game released on an annual basis-each full of distinct historical places, events, and people-the series has unfolded across post-classical history, from the Levant during the Third Crusade to Victorian-era London. The 2017 release of Assassin's Creed: Origins, which entailed a massive reconstruction of Hellenistic Egypt, pushed the series even further back in time. With it, Ubisoft also launched its Discovery Tour, allowing players to explore the game's setting at their leisure and without combat. These trends continued in 2018's Assassin's Creed: Odyssey, set in Greece during the Peloponnesian War. This review discusses the narrative, world, and gameplay of the latest Assassin's Creed within the series more broadly. We provide a critical appraisal of the experience that Odyssey offers and link it to this question: in the Assassin's Creed series, do we engage in meaningful play with the past, or are we simply assassinating our way through history? Show less
Engagement with, or research and teaching driven by, play has long been only a minor aspect of archaeological scholarship. In recent years, however, spurred on by the continued success of... Show moreEngagement with, or research and teaching driven by, play has long been only a minor aspect of archaeological scholarship. In recent years, however, spurred on by the continued success of interactive entertainment, digital play has grown from a niche field to a promising avenue for all types of archaeological scholarship (Champion 2011; Champion 2015; Mol et al. 2017a; Morgan 2016; Reinhard 2018).Firstly, this article provides an introduction on the intersection between play and scholarship, followed by a discussion on how ‘archaeogaming’ scholarship has been shaping and been shaped by its subject matter over the last years. Secondly, the scholarship that arises from digital play is further illustrated with a case study based on the RoMeincraft project developed by the authors. The latter, made use of Minecraft, the popular digital building game, to (re-)construct and discuss Roman heritage through collaborative play between archaeologists and members of the public. Starting with in-game maps, sites such as forts, settlements, and infrastructural elements were rebuilt based on geological, archaeological, and historical information. These crowdsourced reconstructions, which not only relied on archaeological knowledge but also on a fair dose of creativity, took place in a series of educational public events in 2017–2019. The case study will detail the results of this project, as well as its methods, thus providing a practical example of digital scholarship which begins with discovery and ends in learning. The paper will conclude by reflecting on how the fun yet unpredictable dynamics of a digital playground not only shape public engagement with the past, but also open up unexpected avenues for more inclusive archaeological scholarship. Show less
Ariese, C.E.; Boom, K.H.J.; Mol, A.A.A.; Politopoulos, A. 2015
