Abstract
We invited gamers with various levels of gaming and history expertise to play a historical game, Civilization, in order to explore how players evaluate the game. Expert players tended to view the game as half-reliable; whereas history mid-experts tended to view it as unreliable. Players employed diverse epistemic ideals to evaluate the game. This suggests that Civilization could be used to engage students in critical reflection and discourse about representations of history in popular culture.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 15th International Conference of the Learning Sciences (ICLS 2021) |
| Editors | E. de Vries, Y. Hod, J. Ahn |
| Publisher | International Society of the Learning Sciences (ISLS) |
| Pages | 995-996 |
| Number of pages | 2 |
| State | Published - 2021 |