Using Civilization Simulation Video Games in the World History Classroom

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Using Civilization Simulation Video Games in the
World History Classroom

• Aaron Whelchel
• Washington State University

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The Rise of the Games

• Educational titles replaced by commercial/entertai
  nment titles
• 69 of heads of households play games
• 2005 sales 1 billion dollars and 38 million
  units
• Each title can take up to 100 hours to complete

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The Educators Take Notice

• Connect intellect with emotion
• Immediate assessment of choices
• Connect data into coherent systems
• Foster student interaction
• Allow for different learning modalities
• Strengthen neural pathways used for decision
  making

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The Educators Take Notice

• 2,500 K-12 schools now use commercial
  entertainment software in the classroom

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Learning From What They Got Right

• Geographic and environmental factors
• Arable Land

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Image from Civ III showing irrigation in the
lower left corner
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Learning From What They Got Right

• Geographic and environmental factors
• Arable Land

• Resources
• Luxury Goods

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Image from Rise of Nations showing a merchant
collecting luxury goods
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Learning From What They Got Right

• Geographic and environmental factors
• Arable Land
• Resources
• Luxury Goods

• Technology Diffusion
• Military Tactics

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Image from Rise of Nations showing the red
defenders benefiting from high ground
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Learning From What They Got Right

• Trade and Economics
• Trade and Currency

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Image from Civ III showing a trade negotiation
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Learning From What They Got Right

• Trade and Economics
• Trade and Currency

• The Silver Cycle
• Avoiding Teleology
• Different Choices lead to Different Outcomes
• Allow students to reverse historical instances of
  oppression

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Image from Rise of Nations showing Iroquois
control of Great Britain
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Learning From What They Got Wrong

• Linear Progress
• The Ages
• Eurocentrism

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Image from Age of Empires II showing age and
technology progression
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Learning From What They Got Wrong

• Linear Progress
• The Ages
• Eurocentrism

• Political Systems
• Favoring Capitalism
• Nationalism and Identity
• British Example
• Zones of Control

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Image from Civ III showing cultural borders
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Learning From What They Got Wrong

• Linear Progress
• The Ages
• Eurocentrism
• Political Systems
• Favoring Capitalism
• Nationalism and Identity
• British Example
• Zones of Control
• Intrinsic Abilities

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Learning From What They Got Wrong

• The American Example
• Appears as a unified polity at the beginning
• Can default to representative democracy
• Intrinsic airpower capabilities
• American exceptionalism

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Image from Rise of Nations showing intrinsic
American abilities
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Learning From What They Got Wrong

• The American Example
• Appears as a unified polity at the beginning
• Defaults to representative democracy
• Intrinsic airpower capabilities
• American exceptionalism

• Civilized vs. Uncivilized
• Marginalization of certain societies
• Barbarians can never progress

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Image from Civ III showing a barbarian
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Learning From What They Got Wrong

• Other Examples
• Disease transmission
• Inadequate recognition of warfare methods and
  goals

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In The Classroom
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In The Classroom

• Access to technology
• Adequate time
• Instructor familiarity with the software
• Abilities of the students
• Instructors should always supplement the games
  with traditional teaching methods

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In The Classroom