Principles for the design of a history and heritage game based on the evaluation of immersive virtual reality video games

The extension of technology in current society has encouraged teachers to introduce products based on VR and IVR in their classrooms, especially video games. In this paper the specific role of video games in cultural heritage and history teaching is analyzed. Moreover, the results of recent research...

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Bibliographic Details
Published in:E-learning and digital media 2021-07, Vol.18 (4), p.383-402
Main Authors: Egea-Vivancos, Alejandro, Arias-Ferrer, Laura
Format: Article
Language:English
Subjects:
Archaeology
Civics
Computer Simulation
Cultural Background
Culturally Relevant Education
Educational Benefits
Educational Games
Foreign Countries
Heritage Education
History Instruction
Instructional Design
Secondary Education
Teaching Methods
Technology Uses in Education
Video Games
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Summary:The extension of technology in current society has encouraged teachers to introduce products based on VR and IVR in their classrooms, especially video games. In this paper the specific role of video games in cultural heritage and history teaching is analyzed. Moreover, the results of recent research on the application of video games in Secondary Education is discussed. The results advocate taking into account principles such as Civic Education, Historical Relevance, Engagement, Applicability and Multimodality (what has been called the CREAM Model) in the design of a video game. These principles are especially important if the video game aims to introduce archaeological and/or historical contents into the classroom. This model has been implemented in the design of the IVR video game Carthago Nova, which is discussed as an exemplar of how the proposed principles can be engaged. The educational sequence, in which the video game is contextualized, reinforces its educational aims.
ISSN:2042-7530
2042-7530
DOI:10.1177/2042753020980103