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|dc.identifier.citation||Stiso, C., Ryan, Z., Danish, J., & Robinson, E. (2020). Fostering Perspective-taking in History Students Through Board Games. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 1165-1172). Nashville, Tennessee: International Society of the Learning Sciences.||en_US|
|dc.description.abstract||Greek History Through Games was an undergraduate history course where students learned by playing an instructor-designed semester-long strategy board game, Cities on the Edge of War. The course was designed to foster perspective-taking in the student players, and thus help them connect to and more deeply appreciate the historical content being studied. This study looks at five perspectives students could assume which were identified by the course instructor as goals of the course: the perspective of a historian, a person responding to events, a political leader, a city-state citizen, a Greek at the time. The last three of these were identified as important historical practices that are difficult to teach in a lecture-focused classroom environment. Analysis of students’ classroom interactions and written work demonstrates that learning occurred and that students adopted the five perspectives in question. We pay special attention to the design of the game and how different design features supported perspective-taking in students.||en_US|
|dc.publisher||International Society of the Learning Sciences (ISLS)||en_US|
|dc.title||Fostering Perspective-taking in History Students Through Board Games||en_US|
|Appears in Collections:||ICLS 2020|
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