Enseñanza-aprendizaje de la historia del mundo antiguo a través de los videojuegosAnálisis de caso

Zusammenfassung

The teaching-learning process improves when video games are used in the classroom (Mérida, Angulo,Jurado & Díaz, 2011). When choosing a video game to be used for the study of history, we must considerthat the designers make adaptations and licences. These modifications involve making (Chapman,2016) changes to the story or, according to Macías (2013), simplifying events, usually contributing tothe dissemination of historical stereotypes. The player is not always aware of this, and Eraut (2004)asserts that this entails a risk because what is narrated in the video game - characters and eventsthat appear - passes as true, thus encouraging an informal learning process built on inaccuracy. Ourstudy (Martín-Antón, Valdés-González y Jimeno, 2021) consisted of analysing a video game (Shadowof Rome) with the aim of being used as a didactic tool in the Social Sciences classroom to explore theancient world, specifically Rome. The game revealed multiple historical and artistic errors as well asanachronisms. After an in-depth study of the video game, we concluded that the correct selection ofthe game is fundamental for the teaching task; a task that is complex when rigour is sought. However,depending on the purpose sought by the teacher and his or her didactic approach, this game can beuseful despite its inaccuracies, given that the teacher can contribute to fostering the curiosity and criticalcapacity of the student by suggesting that he or she locate the errors and by working on uchroniain the history classroom.