Abstract
In this paper, the author outlines a framework for videogames in History education. The author analyzes the genre’s features and investigates potential mappings to specific didactic approaches in the context of History education. To guide the analysis, the author briefly reviews didactic approaches for History and identifies qualities that can be projected into game features and systems. Based on the characteristics of those didactic approaches and their requirements for narration and interaction, the author evaluates each videogame genre’s potential for narration and simulation as well as the reflection and assessment opportunities supported. The paper concludes by discussing the implications on serious game design and the integration of games for History education in school environments.
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