Video Games' Role in Historical Inquiry: A Comparative Analysis

This essay delves into the intersection of video games and traditional modes of historical inquiry. It begins by defining historical inquiry and outlining its importance in learning history, emphasizing the shift from rote memorization to active student involvement. The essay then explores various traditional methods of historical inquiry, such as line graphs, timelines, and debates, highlighting their reliance on textual sources. Subsequently, it introduces video games as a new and emerging mode of historical inquiry, discussing their potential to engage learners through immersive audio-visual experiences and independent research opportunities. The essay also examines the role of platform studies in analyzing video games as historical narratives, focusing on the layers of reception, interface, form, code, and platform. It further explores the ways video games, like 'Medal of Honor,' can serve as primary sources, offering students the chance to actively participate in the learning process and gain a deeper understanding of historical events. The essay also touches upon the strengths and weaknesses of using video games for historical inquiry, concluding with an assessment of their potential to challenge and complement traditional methods.

Running head: Video games and traditional modes of historical inquiry
VIDEO GAMES AND TRADITIONAL MODES OF HISTORICAL
INQUIRY

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Video games and traditional modes of historical inquiry
Table of Contents
Introduction......................................................................................................................................2
Historical inquiry.............................................................................................................................2
Modes of historical inquiry..............................................................................................................3
Role of video games in historical inquiry........................................................................................5
Video games as new historical inquiry mode..................................................................................7
Video games as a challenge to traditional modes of historical inquiry...........................................8
Conclusion.......................................................................................................................................9
Reference list.................................................................................................................................10

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Video games and traditional modes of historical inquiry
Introduction
The process of historical inquiry is very much important for learning
history by delving deeper into it. History can be understood by analyzing various perspectives on
a same historical event. Thus, it is obvious that there can be various sources of information that
can help the learners understanding history better. Historical researches have its own traditional
modes or methods of inquiry that have been proven to be fruitful in understanding history better.
However, new and experimental methods or modes of historical inquiry have been emerging in
the digital era. Video games are one of those new emerging methods that can be used as
historical inquiry modes. So, this study has focused on how video games can challenge the
traditional modes of historical inquiry. For that reason, various aspects of historical inquiry have
been presented here. In addition, some traditional modes of historical inquiry have been
mentioned and explained in this study. Furthermore, some examples of historical video games
have been identified in order to see their value in historical study. Various possible roles of video
games in the process of historical inquiry have been illuminated further in the study. Moreover,
the strength and weakness of using video games as a mode of historical inquiry have been
discussed here.
Historical inquiry
Historical inquiry is related to historical research. These kinds of researches are generally
the forte of historians or history educators. As a result, we find that the history books are full of
historical data and facts regarding various historical events. Thus, when learners try to study
these books they hardly get any chances to involve themselves in the learning process other than
memorizing what have been written over the their history text books. So, historical inquiry has
come as a new way of learning history that increases the involvement of the students in the
learning process where they use their imagination, inquiry skills and interpretation abilities
(Baron, 2013). In addition, learners add their own personal meanings and significances in the
process of investigating history. For that reason, the learners follow a process where they ask
questions about historical events collect information about the events and then finally analyze the
collected sources so that they can create their personal interpretations of history. So, it can be

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Video games and traditional modes of historical inquiry
said that historical inquiry has turned history into a subjective phenomenon where both the
teachers and learners pose their experiences in order to judge the significances of particular
historical facts and information.
In other words, historical inquiry is a process where the learners indulge themselves in
the position of historians in order to learn history. However, other subjects like sociology,
science, mathematics and more can also be learnt through this historical inquiry method. This is
so because this learning method helps the learners in understanding the context and relevance of
the content of study. The process of historical inquiry allows the learners to come up with their
own questions and queries at the beginning of the learning process. According to Singh et al.
(2014), the theory of scaffolding drives the process of historical inquiry and helps the learners to
do their individual and independent historical researches. The process of this inquiry based
learning can be done through many stages such as framing questions, doing research
accordingly, forming judgments, communicating with others and more (Saye et al. 2017). These
approaches can replace many invalid sources of historical data. For example, many secondary
and primary sources of historical data can be based on propaganda, biases, and insufficient data
and so on. So, it is important to analyze each and every source before taking them as reliable
source of historical facts.
Modes of historical inquiry
Historical inquiry can be processed through various modes and methods. Traditionally,
teachers used to utilize certain methods to facilitate historical inquiry capabilities of the learners.
These traditional methods include line graphs, living timelines, debates, making comparisons,
discussions; teach one method and so on. In the line graph method, teachers use to instruct
learners to investigate the continuities and shifts over a specific time period in the context of
chosen criteria. For example, students can record success and failures of some social movement
and record their time periods accordingly (Voet & Wever, 2017). On the other hand, living
timelines is a learner based activity where the learners are instructed to put chronological
historical events in a timeline format that shows the growth in any particular movement or an
overall historical update of a particular place.

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Video games and traditional modes of historical inquiry
This is a way of teaching the students that time changes and nothing remains stagnant in
the history of human kind. In other methods, students are to make comparisons between different
historical events as per their importance and relevance. Apart from that, discussions or debates
can also fall under traditional historical inquiry modes. However, the main source of these modes
is books or texts of any kind (Bermudez, 2015). For that reason, the students used to require only
textual references as both primary and secondary source of information. As a result, there were
lesser chances for getting subjective interpretations because there were no scope for using a
variety and different types of sources. However, gradually new modes started to be used in this
field. Thus, historical inquiry can be done through various mediums or modes as well. Sources of
information can come from any medium. For example, textual narratives, monographs, maps,
films, diaries, posters, newspapers, even songs can be used as modes of historical inquiry.
Among them, journal entries, monographs, photographs and so on are recognized as popular
modes of historical inquiry apart from history books.
This is so because these mediums or modes have been used by both historians and
teachers in order to learn and teach history better. The role of the learners in this inquiry process
is to collect authentic sources of historical data from these traditional modes of historical inquiry.
In addition, the learners need to evaluate and assess the authenticity, relevance and contexts of
those sources for interpreting them. The final work of the learners is to use those assessed and
evaluated data to answer the questions that they have come up with at the beginning of the
historical inquiry process (Endacott & Brooks, 2013). The concept of texts or narrative has been
changed and evolved and has become wider in its significance. This is so because now various
modes of study are now being recognized as educational narratives other than the written
documents. For that reason, visual documents like photographs and audio visual documents like
movies have also been considered as modes of historical inquiry. This has been because these
sources and modes can teach the students a sense of historical empathy that ultimately affects
their learning (Koopman & Matza, 2013). After the newly added modes of historical inquiry,
advanced modes have been started to emerge and video games is one of them. However, the
importance of video games as a significant source of historical inquiry has not been established
yet.

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Video games and traditional modes of historical inquiry
Role of video games in historical inquiry
Video games can be of various categories while some of them deal with historical
contents. So, normally it can be assumed that playing video games is just a waste of time but
there can be other possibilities too. For example, there are many games that choose historical
timelines as their settings. Thus, those games can be tools for learning history using a different
kind of historical inquiry mode. For example, games like Jumpstart 3D virtual world, Geo walk-
world factbook 3D, the time tribe, who was adventure and so on can help the children to do their
independent historical researches without even getting bored (Coll, 2019). One of the most
important features of these games is that they simulate the audio visual senses of the learners.
For that reason, these video games can easily be used as a new mode of historical inquiry.
On the other hand, historical inquiry is a process that is to be done even outside of the classroom.
It implies that learners need to engage themselves in the whole process of learning and this can
only be achieved if they dedicate their pass time in their research. Unlike other tiresome
historical inquiry methods, playing video games can fall under taking a break time from studying
for them (Sample, 2019). So, this mode of historical inquiry has the ability to lessen the burden
of historical research from the shoulders of the learners. On the contrary, learners can learn
without even noticing that they are learning.
The role of video games in teaching historical content can be analyzed from another
perspective namely the platform studies. This new field of study allows learners to go deeper into
what they see on the computer while playing video games. For that reason, only those games are
chosen that has some authentic historical data and are capable of simulating historical sense in
the minds of the learners. According to Crawford (2019), video games sometimes use historical
values as their settings and use historical artifacts as well. So, platform studies enable the
learners to analyze the hardware and software related to the games in order to perceive the
connection between what they can see on the screen and the foundations of those games.
So basically this field of study offers a new mode for historical inquiry where the gamers
play the games like Combat while focusing on critically unfolding the content and process of the
games. For that kind of game analysis, five layers of the games can be analyzed. These five
layers include reception, interface, form, code and platform. After the analysis of each layer, the

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Video games and traditional modes of historical inquiry
learners can focus on the context of the video games in order to see them as modes of historical
inquiry. This context can be both historical and cultural context that allows the gamers and the
learners to investigate both the technology and the content related with those games through an
independent historical research method (Antley, 2019). So, it can be said that video games plays
a vital role in being a new mode of historical inquiry.
As mentioned above, there are various modes of historical inquiry that are mainly based
on the process of questioning. This implies that when learners learn to question any historical
narrative they see then their capability of doing historical inquiry begins (Ghosh, 2019). For
example, both primary and secondary source of historical data can be sued by the learners in
order to come up with questions they have generated. For that reason, any piece of paper or a
photograph can be used as one of the primary source of historical data. Similarly, video games
can be seen as historical narratives and can be used as primary source of data. For example, the
popular video game namely Medal of Honor has been set around the real historical data
regarding D-day and its effect on relationships formed after the war. Apart from any other
primary source as photographs or other narratives, the importance of playing video games lies in
the fact that here learners get the chance to involve in the learning process and control the
process as well. For example, when children are led to play games like Medal of Honor, they go
through the virtual experiences of being in the war.
As a result, they get to understand the relevance of the D-day. So, it can be said that
video games have the ability to form emotional connection in the minds of the learners for the
past. Apart from getting the experience to live the past through playing video games, they can get
actual historical information without burdening themselves on the pile of books for the same. It
can be said because it has been noticed that many games use authentic historical data in order to
structure their game settings and graphics. For that reason, a very keen resemblance can be found
between some real photos taken during the D-day and the graphics of the video game Medal of
Honor. On the other hand, video games can be used in various ways other than being a primary
source of historical data. For example, learners use three skills in order to decode any evidence
on historical facts. These skills include skill of contextualization, sourcing and corroboration
(Antley, 2019). These skills can be used by the learners s that they can differentiate between the

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Video games and traditional modes of historical inquiry
fictional content and the real historical contents used in the games. For example, the game
namely Assassins Creed 3, both fictional and historical contents are there.
However, the historical content of this game is based on the real event of Boston
Massacre. So, teachers can wisely use the game so that learners can use that in order to
investigate about the contemporary Boston along with the data regarding the massacre happened
in the 18th century. So, moreover, video games can increase the skill of historical thinking that
includes the ability of problem solving, critical thinking. However, it is also true that most of the
games are made keeping their commercial values in mind. So, their value as historical content
can only be accepted if the differentiation between fictional and real historical content can be
perspective both the teachers and the students.
Video games as new historical inquiry mode
In the digital era, virtual reality has a role to play in various fields of study in the society.
This us so because these newly emerged digital technologies have been helping individuals lead
a real life oriented phenomenon through a computer based technique. Video games are one of the
products of digital technology in the world which comes with a lot of academic opportunities.
For that reason, games like Second life has been helpful for young kids to experience historical
realities. According to Kevin (2019), the academic opportunities related to video games have not
been properly investigated till now. However, there are many video games that offer an
alternative historical perspective for the game players. Video games do that by simulating real
past events using all its little and minute details. For that reason, many educational institutions
now allow the inclusion of video games in their curriculum so that learners can take more
interest in doing historical inquiry. In fact, after the popularity of video games as a new mode of
historical inquiry, new games have been evolving with the motto of being used as historical
inquiry modes. As a result, many companies have been collaborating with educators to form new
video games where the players can both enjoy and learn through playing.
On the other hand, one of the main purposes to learn history is not to memorize the
details of the past events but to take lessons from them. Unfortunately, there are very less amount
of primary and secondary sources of historical data that teaches this side of history (Brush &

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Video games and traditional modes of historical inquiry
Saye, 2014). On the contrary, most of the historical evidences show that some particular event
happened because there were no other alternative to be happened other than what happened.
Video games give this alternative view of history where the players learn what the other
alternatives could be using their critical thinking ability. This element of video games poses as a
perfect example of historical inquiry mode because it helps learners in enhancing their skill of
historical thinking.
Video games as a challenge to traditional modes of historical inquiry
As per the above mentioned details, it can be said that video games can be a perfect
example of a mode of historical inquiry. Now, the question is whether video games, as historical
inquiry mode, can challenge the other established modes of historical inquiry or not. The
traditional modes of historical inquiry give the opportunity to the learners so that they can
indulge in independent historical research. However, those modes such as journal articles,
photographs, monographs and so on can be evaluated then it can be noticed that they offer a
passive participation to the learners (Osberg, 2019). On the contrary, video games give the
opportunity to actively participate in the learning process by letting the learners live in the past.
This is true that contents of video games can be studied as traditional modes of historical inquiry.
However, the main difference lies in the fact that when the players play those games, they
do not rely on the authoritarian interpretation of the historical events. They form new
interpretations of the history. This happens because the learners get the chance to interact with
the learning content hidden in the video games. This interaction gives a sort of power to the
learners through which they master the game of questioning the authority (Common Sense
Media, 2019). On the top of that, the visual representation of the historical events in a playful
manner gives an interesting twist to learning history that is totally different from the experience
of studying and investigating textual sources of information. For that reason, the textual sources
of historical information may lack a holistic approach while this lack can be fulfilled by taking
video games seriously by educators. On the other hand, this new mode can also be compared to
other advanced modes of historical inquiry such as historical film or TV shows.

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Video games and traditional modes of historical inquiry
This can be seen that films give the visual representation of historical content but still
they do not have any scope for learners so that they can be actively involved in the learning
process. This is so because the plot and structure of the films and TV shows are prefixed and
thus they do not give multiple perspectives on a single historical event. So, if the importance of
video games is to be considered from its being a form of historical study then definitely this can
be proved to be one of the most helpful modes of historical inquiry in the future (Robinson,
2019). So, it can be stated that this mode of historical inquiry gives more scopes for learners to
learn history that they can remember for a longer period of time. This is unlike other modes that
only allow learners to be involved in active learning but not in the production of new historical
interpretations. This implies that video games can help learners to not only consume historical
knowledge but also to create historical sense as well. This historical sense enables the learners to
understand the contexts of the historical decisions. Thus, it can be said that video games can
easily challenge the already established, traditional and popular modes of historical inquiry.
Conclusion
The study has revolved around the question that is how video games can challenge the
traditional modes of historical inquiry. For that reason, firstly, historical inquiry has been defined
and explained presenting all its relevant aspects. Furthermore, various traditional modes of
historical inquiry have been identified and discussed along with some new modes that the
teachers are now considering as effective modes for historical inquiry. For example, movies and
photographs are used both as sources and modes of historical inquiry where the students decode
the sources in order to get a firm knowledge of history. After that, the role of video games in
teaching history has been illuminated. It has been found that many video games choose authentic
historical content as their setting that can be used as effective historical inquiry mode. On the
other hand, the place of video games as a new historical inquiry mode has been discussed along
with the description of its possibilities. Finally, it has been found that video games, as a mode of
historical inquiry, can easily challenge other established modes of historical inquiry. This is so
because this mode gives more opportunities for the learners to participate actively in the process
of learning history.

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Video games and traditional modes of historical inquiry
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