Abstract:

Game-based learning has become a mainstream didactic approach used in many educational contexts. There is today a large-scale development of tailored educational games, but also a frequent use of commercial-off-the-shelf (COTS) games. The use of technology trees in games have a specific interest for game-based learning in history education, where technology trees illustrate a civilization’s progress in terms of scientific, technological, cultural or economic innovations. The aim of this study is to investigate technology tree games and their potential use in history education. What particular skills can this tool learn students of history? Which insights does it provide in their understanding of historical processes? This study was carried out as a scoping review to provide an overview of game-based learning based on technology trees. A scoping review is an exploratory study that systematically maps the literature on a specific topic to build a foundation for future work and further research. The results from this study will be used in the implementation of game-based learning in university courses on history.

The literature review showed that the technology tree-feature in historical games has the potential to train students on four major and interconnected points above all:
1) The understanding of historical causality,
2) The concepts of contingency and determinism,
3) Counter-factual reasoning, and
4) The application and discussion of historical theories in relation to major historical processes and epochs.

The review also highlights recurring criticisms of games using the technology tree concept:
1) From a postcolonial perspective, many strategy games including a tech tree are considered to reinforce a Eurocentric narrative of world history through emphasis on scientific development, international trade, war and expansionism, while sometimes also downplaying important but controversial historical institutions and developments, notably slavery, and
2) From a feminist perspective, many games have been criticised for a male gender-bias in portraying leading historical figures or the general marginalization of the role of women in society. Again, the techno tree has been claimed to reinforce such tendencies. Finally, the review concludes with suggestions future research. Most importantly, the findings point to the need of testing and evaluation of the use of games involving the techno tree feature in actual course practice in higher education.

Keywords:

Game-based learning, Historical games, Technology tree, Didactics of history, Counterfactual history.