Teaching History With Computer Simulations: The Oregon Trail and Beyond
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Transcript of Teaching History With Computer Simulations: The Oregon Trail and Beyond
Teaching History With Computer Simulations:Teaching History With Computer Simulations:
The Oregon Trail and Beyond
The Oregon Trail and Beyond
Dave LesterCenter for History and New MediaGeorge Mason University
The Oregon Trail Computer GameThe Oregon Trail Computer Game
• First developed in 70’s
• Released in 1985
• Designed for education
• Computer simulation
• Decision-based single
player game
Why The Oregon TrailWhy The Oregon Trail
• Most successful History
education game, ever.
• Large enthusiast
community
• 5th version of the game is
still ranked second for
‘parent approved’ games
among 13-17 year-olds
• Most successful History
education game, ever.
• Large enthusiast
community
• 5th version of the game is
still ranked second for
‘parent approved’ games
among 13-17 year-olds
Teaching ObjectiveTeaching Objective
Designed to be used as a teaching tool for learning about Westward expansionism and the Oregon Trail, as well as exciting students about History
Designed to be used as a teaching tool for learning about Westward expansionism and the Oregon Trail, as well as exciting students about History
Critical QuestionsCritical Questions
What was the effectiveness of the game? Students gaining knowledge in the game
How accurately does the game represent history?
Why do people love the Oregon Trail so much?
What was the effectiveness of the game? Students gaining knowledge in the game
How accurately does the game represent history?
Why do people love the Oregon Trail so much?
Simulations are Interactive Narratives
Simulations are Interactive Narratives
Ludology vs Narratology
My presentation’s critique takes a narrativist approach
Historical narrative in computer simulations can be problematic Abstraction
Ludology vs Narratology
My presentation’s critique takes a narrativist approach
Historical narrative in computer simulations can be problematic Abstraction
Gender in The Oregon Trail
Gender in The Oregon Trail
The strong white man conquering the American West
Visually and textually explicit
The narrative omits the contributions of women on the trail, and tells an idealized narrative of men
The strong white man conquering the American West
Visually and textually explicit
The narrative omits the contributions of women on the trail, and tells an idealized narrative of men
Gender VisualizationGender Visualization
• The male figure leads the wagon
• Users only control wagon leader
• Women only shown in this one scene -- virtually removed from the visual narrative
Textual NarrativeTextual Narrative
“I hear terrible stories about wagon parties running out of food before Oregon - the whole party starving to death. We must check our supplies often; we might not get there as soon as we think. Always plan for the worst, I say.”
Women are consistently shown gossiping or worrying in the game - powerless to make the decisions of men
“I hear terrible stories about wagon parties running out of food before Oregon - the whole party starving to death. We must check our supplies often; we might not get there as soon as we think. Always plan for the worst, I say.”
Women are consistently shown gossiping or worrying in the game - powerless to make the decisions of men
Oregon Trail SurveyOregon Trail Survey
Collect oral histories and learn what students remember about the game
Hoping to find out: How was the game used? How do former students remember gender and race
represented in the game?
Reached online enthusiast groups with hundreds of responses
Collect oral histories and learn what students remember about the game
Hoping to find out: How was the game used? How do former students remember gender and race
represented in the game?
Reached online enthusiast groups with hundreds of responses
Two Survey ConclusionsTwo Survey Conclusions
The game was misused in the classroom – 85% students played solely the game without additional instruction
Users remember things happening in the game that didn’t actually happen – fill in the gaps with their own knowledge/stereotypes
The game was misused in the classroom – 85% students played solely the game without additional instruction
Users remember things happening in the game that didn’t actually happen – fill in the gaps with their own knowledge/stereotypes
Reflections on Educational Use
Reflections on Educational Use
Failed to simply be used only as a tool Teachers improperly used the game as a
lesson in itself, lacking augmentative instruction to provide context
The narrative of the game itself was limited in its scope Offering only a limited historical narrative
to students learning about the Trail
Failed to simply be used only as a tool Teachers improperly used the game as a
lesson in itself, lacking augmentative instruction to provide context
The narrative of the game itself was limited in its scope Offering only a limited historical narrative
to students learning about the Trail
More InformationMore Information
Oregon Trail Survey http://oregontrailsurvey.com
Dave Lester http://davelester.org
Oregon Trail Survey http://oregontrailsurvey.com
Dave Lester http://davelester.org