Abstract
Over the past few decades, digital entertainment gaming has become very popular among a global audience of players, including a significant number of school-aged young adults. Some of the most popular digital entertainment games offer a (fictionalized) representation of historical events. This chapter offers a reflection on how digital entertainment gaming can be adopted to advance historical learning and the development of processual historical thinking skills. I do so by analyzing historical digital games as cultural artefacts embedded in a broader digitized media ecology, and digital games as integrated into formal school history curricula.KeywordsDigital entertainment gamesHistorical learningHistorical thinkingInformal learning
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