![]() The article discusses the data and the pedagogical affordance of modding in a few steps. Closer analysis of survey and case study responses and mods reveals the variety of ways participants learnt and critiqued history through the modding process. ![]() Significant quantitative survey data indicated that 45% (149/331) of participants had modified EUIV, and of the 125 participants who responded with comments about modding, a significant number (86/125 responses or 68.8%) explained how they had learnt about history, geography or other subjects through the modding process. The article examines data from a formal analysis of Europa Universalis IV (EUIV), a survey of 331 EUIV forum participants and a case study of 18 university participants. This article explores the use of modding as a formal tool for learning history.
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