Teaching History With Custom-Built Board Games

Hoy, Benjamin

doi:10.1177/1046878118763624

Cited by 25 publications

(25 citation statements)

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“…Hoy (2018) modified a game to teach undergraduate and graduate students history, particularly empathy, while improving class involvement, and understanding of archival collection limitations. Gameplay enabled the learning of historical content, historic empathy, research methodologies, and increased students’ participation in class.…”

Section: Resultsmentioning

confidence: 99%

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Examining Board Gameplay and Learning: A Multidisciplinary Review of Recent Research

Bayeck

2020

Simulation & Gaming

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Background Recent years have seen the resurgence of board games designed for entertainment, and to teach or explicate real life problems. The revival of board gameplay has been discussed in mainstream media, and has drawn the attention of researchers. Yet, in the field of games studies, the conception of games as learning spaces is mostly emphasized through digital/video games. Aim This literature review reveals the current knowledge regarding the learning potential of board games in various settings, subjects, and diverse learners. Results Board games are spaces for mathematical learning and learning spaces that can enable the learning of various contents. Board games allow for various interactions that result in players engaging in computational thinking, teamwork, and creativity. Conclusion The relationship between board gameplay and learning is evidenced across disciplines and countries. Board games simplify complex issues and systems, which make them appropriate to further explore learning and concepts such as motivation and computational thinking in formal and informal settings. Furthermore, there is need to expand research on learning in commercial board games.

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Section: Resultsmentioning

confidence: 99%

“…Gameplay enabled the learning of historical content, historic empathy, research methodologies, and increased students’ participation in class. For instance, students embraced a more thoughtful posture with regard to right and wrong on the issue of smuggling in the United States in the 19 th century (Hoy, 2018).…”

Section: Resultsmentioning

confidence: 99%

Examining Board Gameplay and Learning: A Multidisciplinary Review of Recent Research

Bayeck

2020

Simulation & Gaming

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“…In recent years, there has been increased scholarly interest in using both purpose-designed (Hoy, 2018; Huang & Levinson, 2012; Männarmaa, 2015; Mason & Patterson, 2012) and classical board games (Drake & Sung, 2011; Paino & Chin, 2011) in university teaching. Classical board games can be powerful teaching tools due to their simplicity, constrained game play and transparency (Zagal, Rick, & His, 2006).…”

Section: Board Games and Negotiation Simulations As Teaching Toolsmentioning

confidence: 99%

“…In recent years, there has been increased scholarly interest in using both purpose-designed (Mason & Patterson, 2012;Huang & Levinson, 2012;Männarmaa, 2015;Hoy, 2018) and classical board games (Drake & Sung, 2011;Paino & Chin, 2011) in university teaching.…”

Section: Board Games and Negotiation Simulations As Teaching Toolsmentioning

confidence: 99%

Adapting the DIPLOMACY Board Game Concept for 21st Century International Relations Teaching

Mattlin

2018

Simulation & Gaming

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Background. This article reports on pedagogical experiences of designing and teaching an active learning international relations (IR) course utilizing the classical board game DIPLOMACY, with added game elements and modified game rules to make the game better suited for educational purposes. Aim. Game adaptations include team play, a dedicated peace mediator team, altered win rules and a post-game debriefing discussion on different cultures of anarchy. These elements were designed to overcome a shortcoming that the game approximates a worldview akin to offensive realism, which is not practical in contemporary international relations, and also normatively objectionable to many IR scholars. Method. Teacher experiences designing and modifying the course, coupled with student feedback on the course concept from three consecutive years. Results. Student feedback has been exceedingly positive, with a 4.61 average grade (n = 210 grades) on a five-point Likert-type scale, where 1 signifies poor and 5 excellent. Conclusions. Through game modifications, students turned a game infamous for its backstabbing and breaking of promises into a game that resolves in a mediated and negotiated outcome. The findings suggest that DIPLOMACY can be useful beyond teaching the realist worldview, and adapted to create a more accurate microworld approximation of international relations.

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“…It is therefore a pleasure to feature a board game in this issue as well. That game is POLICING THE SOUND, analyzed by Benjamin Hoy (2018) based on feedback from 88 students. It is a game about smuggling and border control, but offers ideas far beyond that topic, into group decision-making and the classic questions of game engagement and learning.…”

mentioning

confidence: 99%