Teaching the Middle Ages through Modern Games
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Edited by:
Robert Houghton
About this book
Games can act as invaluable tools for the teaching of the Middle Ages. The learning potential of physical and digital games is increasingly undeniable at every level of historical study. These games can provide a foundation of information through their stories and worlds. They can foster understanding of complex systems through their mechanics and rules. Their very nature requires the player to learn to progress.
The educational power of games is particularly potent within the study of the Middle Ages. These games act as the first or most substantial introduction to the period for many students and can strongly influence their understanding of the era. Within the classroom, they can be deployed to introduce new and alien themes to students typically unfamiliar with the subject matter swiftly and effectively. They can foster an interest in and understanding of the medieval world through various innovative means and hence act as a key educational tool.
This volume presents a series of essays addressing the practical use of games of all varieties as teaching tools within Medieval Studies and related fields. In doing so it provides examples of the use of games at pre-university, undergraduate, and postgraduate levels of study, and considers the application of commercial games, development of bespoke historical games, use of game design as a learning process, and use of games outside the classroom. As such, the book is a flexible and diverse pedagogical resource and its methods may be readily adapted to the teaching of different medieval themes or other periods of history.
Author / Editor information
Robert Houghton, University of Winchester, United Kingdom.
Reviews
Topics
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Robert Houghton Requires Authentication Unlicensed Licensed |
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Part I: The Educational Impact of Games
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Eve Stirling and Jamie Wood Requires Authentication Unlicensed Licensed |
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Part II: Teaching through Commercial Games
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Mike Horswell Requires Authentication Unlicensed Licensed |
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4 Declaiming Dragons: Empathy Learning and The Elder Scrolls in Teaching Medieval Rhetorical Schemes
David DeVine Requires Authentication Unlicensed Licensed |
69 |
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Ahmet Erdem Tozoğlu and Mehmet Şükrü Kuran Requires Authentication Unlicensed Licensed |
87 |
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Part III: Creating Educational Games
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Klio Stamou, Anna Sotiropoulou, Phivos Mylonas and Yorghos Voutos Requires Authentication Unlicensed Licensed |
113 |
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Owen Gottlieb and Shawn Clybor Requires Authentication Unlicensed Licensed |
131 |
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Courtnay Konshuh and Frank Klaassen Requires Authentication Unlicensed Licensed |
155 |
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Part IV: User Modification as Learning Practice
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Erik Champion, Terhi Nurmikko-Fuller and Katrina Grant Requires Authentication Unlicensed Licensed |
175 |
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Robert Houghton Requires Authentication Unlicensed Licensed |
201 |
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Frank Klaassen Requires Authentication Unlicensed Licensed |
229 |
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Part V: Games beyond the Classroom
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Mariana López, Marques Hardin and Wenqi Wan Requires Authentication Unlicensed Licensed |
249 |
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Robert Houghton Requires Authentication Unlicensed Licensed |
279 |
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Requires Authentication Unlicensed Licensed |
299 |
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Requires Authentication Unlicensed Licensed |
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