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

Abstract

The Woodrow Wilson National Fellowship Foundation recently raised concerns regarding United States citizens' historical knowledge and related ability to use that knowledge to act as informed and engaged citizens. In a press release calling for great attention to be paid to history education, the foundation expressed a commitment to providing active learning experiences in history. Interestingly, the statement expressly mentioned the use of digital games. Yet despite the increasing interest scholars have shown over the last two decades in videogames for learning, less is known about history-oriented videogames. The field knows even less about the few madefor-school history-oriented videogames some developers have created to fit within the structural and resource constraints of schools. We report here on findings from a conventional content analysis of one such videogame, Mission US, and discuss our findings regarding how the game's mechanics afford or constrain players' opportunities to develop second-order historical thinking skills.