1. World History Games
FVLS Study

2. Looking at gaming

3. Looking at gaming
“[my] most rewarding experience
teaching. There are people who get
excited about a topic in history
who’ve never been excited about
history before.”
Patricia Seed
University of California - Irvine

4. Looking at gaming

5. Looking at gaming

6. Looking at gaming

7. Looking at gaming

8. Looking at gaming

9. Civ III at FLVS

10. 21st Century Skills

11. 21st Century Skills
Self Directed Learning
time management Skills
information Management
Communication Literacy
Problem Solving Skills
Global Awareness
The North American Council for Online
Learning and the Partnership for 21st
Century Skills, 2006

12. Self Directed Learning

13. Self Directed Learning
“One player explained how he hosted a sleepover party
to study maps and plan an attack:
We (Korea and Japan) saw how close
Greece was and figured that Australia
had to be closer so we got out maps, I
have this big map (at home), and we built
a galley with settlers and were going
to create a civilization and research to
sail to Greece to make a secret attack
on Levi”.
Squire

14. Time Management

15. Time Management
“Some students will bury
themselves in a game like this
for hours on end. The key
for them, the essential life
lesson they must learn, is
balance. How to manage and
limit their work in rich
semiotic spaces to leave room
for the rest of their lives.”
Dikkers

16. vu
Multiple models of feedbck

17. Information Literacy

18. Information Literacy
“Jason, like all participants checked
out at least one book from the
library and brought books on his
favorite civilizations to camp.”

19. Information Literacy
“Jason, like all participants checked
out at least one book from the
library and brought books on his
favorite civilizations to camp.”
“Going back and forth between games and
history was a primary motivation for
Monroe and he developed a particularly
interesting style of game play. He would
bring his social studies book and
literally “replay” history by re-enacting
events, like Columbus sailing to America,
in-game.”
Squire

20. Communication Literacy

21. Communication Literacy
“Participants regularly created
their own game scenarios for the
program. They experimented with
different starting points for
civilizations, rates of game play,
and resource allocations. For
these students, the desire to
modify games was not a distant and
abstract goal, but rather a natural
outgrowth of their desire to
entertain friends, express
themselves, and achieve status in
their community.”
Squire

22. Problem Solving

23. Problem Solving
“To his surprise, [he] was randomly
assigned a starting location on a
remote, large and fertile island.
Immediately, he stopped making
military units and built settlers,
workers, and improvements for his
cities. He excitedly explained to
researchers: “I’m safe because no one
can attack me until they invent ‘Map
Making’.” He then focused on
preparing his civilization’s
infrastructure for the Middle Ages”
Squire

24. Theseus
It seems
like a
certain
part of the
world is
just
destined
for armed
conflict....

25. Fan Cultures
“Get a Master’s in Civ3”
• Apolyton University
- Apolyton.net
• 100s of students
-74 registered members
- 23 courses and 6 games
• 19302 posts
- median response time =
2-5 hours

26. Global Awareness

27. Global Awareness
Interviewer: Were the Vikings sort of
isolated, were they on an island?
Jason: Well, Vikings were up in the
Netherlands, but then they also
controlled Iceland and the northern tip
of the United Kingdom. They were kind of
isolated… If they are sailing, they… go
to different islands, and if there are no
people there, they will leave guys there
to start building up cities... They’ll just
keep on taking over the land. If there is a
village in their way, they will destroy
the village.
Squire

28. Kinds of Learning

29. Kinds of Learning
Sharing of problems as expert/novice

30. Kinds of Learning
Sharing of problems as expert/novice
Experiencing ‘Situated experiences’

31. Kinds of Learning
Sharing of problems as expert/novice
Experiencing ‘Situated experiences’
Using technology and designing

32. Kinds of Learning
Sharing of problems as expert/novice
Experiencing ‘Situated experiences’
Using technology and designing
Discovering and processing new and
emergent problems

33. Kinds of Learning
Sharing of problems as expert/novice
Experiencing ‘Situated experiences’
Using technology and designing
Discovering and processing new and
emergent problems
Using knowledge actively

34. Kinds of Learning
Sharing of problems as expert/novice
Experiencing ‘Situated experiences’
Using technology and designing
Discovering and processing new and
emergent problems
Using knowledge actively
understanding global issues systematically

35. Kinds of Learning
Sharing of problems as expert/novice
Experiencing ‘Situated experiences’
Using technology and designing
Discovering and processing new and
emergent problems
Using knowledge actively
understanding global issues systematically
Squire

36. Future Exploration