Preprint Article Version 1 Preserved in Portico This version is not peer-reviewed

Game-Based Learning and Assessment for History Education

Version 1 : Received: 4 March 2021 / Approved: 9 March 2021 / Online: 9 March 2021 (10:01:01 CET)

How to cite: Lee, W.H.; Park, S.Y.; Lee, W.H. Game-Based Learning and Assessment for History Education. Preprints 2021, 2021030253 (doi: 10.20944/preprints202103.0253.v1). Lee, W.H.; Park, S.Y.; Lee, W.H. Game-Based Learning and Assessment for History Education. Preprints 2021, 2021030253 (doi: 10.20944/preprints202103.0253.v1).

Abstract

Regardless of country and age, the importance of history education is always being emphasized. Although the importance of history education is being emphasized in Korea, there are many difficulties in getting students to understand history properly through school classes alone, and it is also difficult to attract students to participate in classes. The effectiveness of education using games has been proven 20 years ago, and the demand for game-based education is gradually increasing in the current education world, which is becoming more open. In this paper, based on the effects proven through research on the existing game-based education, the improvement of historical thinking ability, experiential history learning, and the problems of game-based education introduced in the ESN report and the discomfort of teachers who participated in the education were improved. A plan was suggested to select and use games suitable for basic education. In this thesis, we selected a history game with a clear historical and periodic background and without distortion of history, and experimented with teaching using games focusing on historical thinking and empirical history learning. The learning achievement of textbook-based education was compared.

Subject Areas

Re-enaction history learning; Game-based learning; historical thinking skills; historical game; historical education

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