A Bibliography Regarding History, Education and Simulation Gaming

Updated on / dernière mise à jour : 12/09/2023

Simulation gaming is a type of gaming that allows players to simulate real-world experiences and scenarios. These games are designed to mimic real-life situations and allow players to experiment with different outcomes and strategies, providing an immersive and engaging learning experience. In recent years, simulation gaming has become an important educational tool for a variety of fields, including healthcare, education and business.

One of the main benefits of simulation gaming as an educational tool is that it allows learners to practice and apply what they have learned in a safe and controlled environment. For example, in healthcare, simulation games can provide medical students with the opportunity to practice different medical procedures and learn from their mistakes without putting real patients at risk. Similarly, in business, simulation games can provide managers with the opportunity to practice different decision-making scenarios and learn from their mistakes without risking the company's actual finances.

Another benefit of simulation gaming is that it can help learners to develop critical thinking and problem-solving skills. Many simulation games require players to make strategic decisions and consider the potential outcomes of different choices. This type of thinking can help learners to develop analytical skills and learn how to think critically and creatively.

Simulation gaming can provide an engaging and immersive learning experience, which can be especially important for learners who may struggle with traditional forms of learning. Games are often designed to be fun and engaging, which can help to keep learners motivated and interested in the subject matter. This can be especially important for learners who may have difficulty focusing or retaining information in a traditional classroom setting.

It can also provide learners with the opportunity to collaborate and work together in a virtual environment. Many simulation games allow players to work together to solve problems or achieve a common goal. This type of collaborative learning can help to develop teamwork and communication skills, which are essential for success in many fields.

Simulation gaming is an important educational tool that can provide learners with a safe and controlled environment to practice and apply what they have learned. It can help to develop critical thinking and problem-solving skills, provide an engaging and immersive learning experience, and promote teamwork and communication skills. As simulation technology continues to evolve, it is likely that simulation gaming will become an even more important and effective tool for education and training in a variety of fields.

General References

Clark, Andy. Supersizing the Mind: Embodiment, Action and Cognitive Extension. Oxford: Oxford University Press, 2008. 286 p.

Craig, Robert (ed.). The ASTD Training and Development Handbook: A Guide to Human Resource Development. New York: McGraw-Hill, 1996. 1088 p.

Ferguson, Niall (ed.). Virtual History: Alternatives and Counterfactuals.
New York: Basic Books, 1999. 548 p.

Jenkins, Keith. Rethinking History. New York: Routledge, 2003. 128 p.

Jenkins, Keith (ed.). The Postmodern History Reader. London: Routledge, 1997. 443 p.

Piaget, Jean. La formation du symbole chez l'enfant : imitation, jeu et rêve, image et représentation. Paris : Delachaux et Niestlé, 1978. 310 p.

Salomon, Gavriel (ed.). Distributed Cognitions: Psychological and Educational Considerations (Learning in Doing: Social, Cognitive and Computational Perspectives). Cambridge: Cambridge University Press, 1996. 300 p.

White, Hayden V. The Content of the Form: Narrative Discourse and Historical Representation. Baltimore: Johns Hopkins, 1987. 244 p.

Specialized References

Corbeil, Pierre and Dany Laveault. Psychopédagogie du jeu de simulation pour l'apprentissage de l'histoire. Trois-Rivières : Université du Québec à Trois-Rivières, 1983. 16 f.

Freitag, Richard Alan. Case Studies of a Teaching Model: Teaching Through Games [Ph.D. thesis]. Buffalo: State University of New York, 1974. 167 f.

Kolb, David A. and Allen, D. Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs: Prentice Hall, 1984. 256 p.

Lafontaine, Luc. Le jeu de rôle comme méthode d'intervention éducative.
Québec : Université Laval, 1997. 55 p.

Miller, Christopher Thomas (ed.). Games: Purpose and Potential in Education.
New York: Springer, 2008. 259 p.

Pesce, Mark. The Playful World: How Technology Is Transforming Our Imagination. New York: Ballantine Books, 2000. 304 p.

Squire, Kurt D. Replaying History: Learning World History Through Playing Civilization III. Bloomington: Indiana University, 2004. 992 p.

Van Ments, Morry. The Effective Use of Role-Play: a Handbook for Teachers and Trainers. London: Kogan Page, 1989. 186 p.

Articles

Campion, Martin C. « A Historian and His Games », in Simulation and Gaming, vol. 26, #2 (June 1995). Stanford: SAGE Publications, pp. 168-178.

Corbeil, Pierre. « Rethinking History with Simulations », in History Microcomputer Review, vol. 4, #1 (Spring 1988). Pittsburg: Pittsburg State University, pp. 15–20.

Corbeil, Pierre. « History and Simulation/Gaming: Living With Two Solitudes », in Simulation & Gaming, vol. 42, #4 (August 2011). Stanford: SAGE Publications, pp. 418-422.

Corbeil, Pierre and Dany Laveault. « Validity of a Simulation Game as a Method for History Teaching », in Simulation & Gaming, vol. 42, #4 (August 2011). Stanford: SAGE Publications, pp. 462-475.

Cruickshank, D. R. and Ross Telfer. « Classroom Games and Simulations », in Theory Into Practice, vol. 19, #1 (Winter 1980).  Philadelphia: Taylor & Francis, pp. 75-80.

Lowry, Pamela E. « Model GATT: A Role-Playing Simulation Course », in The Journal of Economic Education, vol. 30, #2 (1999).  Philadelphia: Taylor & Francis, pp. 119–126.

Neral, John and Margaret Ray. « Experimental Learning in the Undergraduate Classroom: Two Exercises », in Economic Inquiry, vol. 33, #1 (January 1995). Hoboken: Wiley, pp. 170–173.

Oberhofer, Tom. « Role-Playing in the History of Economic Thought », in The Journal of Economic Education, vol. 30, #2 (Spring 1999). Philadelphia: Taylor & Francis, pp. 112–118.

Randel, Josephine M. et al. « The Effectiveness of Games for Educational Purposes: A Review of the Research », in Simulation and Gaming, vol. 23, #3 (September 1992). Stanford: SAGE Publications, pp. 261-276.

Spiegel, Gabrielle M. « History and Post-Modernism », in Past & Present, volume 135 (1992). Kendal: Past and Present Society, pp. 194-208.

Squire, Kurt and Sasha Barab. « Replaying History: Engaging Urban Underserved Students in Learning World History Through Computer Simulation Games », in Kafai, Y. B. et al. (ed.), ICLS '04 Proceedings of the 6th International Conference on Learning Sciences. Mahwah: Erlbaum, 2004. pp. 505-512.

Urrichio, William. « Simulation, History, and Computer Games », in Joost Raessens and Jeffrey Goldstein (ed.), Handbook of Computer Game Studies. Cambridge: MIT Press, 2005. pp. 327-338.

Electronic References

Software & Information Industry Association (2009). Best Practices For Using Games & Simulations In The Classroom: Guidelines for K–12 Educators. Retrieved November 27th 2012 from http://goo.gl/uOKGA.

Sutcliffe, Mark. Simulations, Games and Role-Play. Retrieved November 26th 2012 from http://www.economicsnetwork.ac.uk/handbook/printable/games_v5.pdf.

Thomas, William G., II. « Computing and the Historical Imagination », in
Susan Schreibman et al. (ed.), A Companion to Digital Humanities. Oxford: Blackwell Publishing, 2004. Retrieved November 27th 2012 from http://www.digitalhumanities.org/companion/.