A Content Analysis of Mechanics and Historical Thinking in the Mission US Video Game

• In Event: 28.024 - Considering Methods: Epistemologies, Evidence, and Representations

Abstract

In this study we explore how the mechanics of the made-for-school videogame Mission US provides affordances-or creates constraints-for developing students' historical thinking skills. We utilize a directed content analysis study design to analyze the game's choice-points as shaped by its mechanics to reveal in-game opportunities for practice and broader ecological affordances for learning. Preliminary findings suggest that Mission US on its own does not provide strong opportunities for practice in most elements of historical thinking. However, when considered as part of an activity system, the game offers additional pedagogical opportunities beyond the screen.

Authors

• Taylor M. Kessner, Arizona State University

• Lauren McArthur Harris, Arizona State University