A different POV: Using videogames as a tool for teaching and learning politics and international relations

Kirkpatrick, Jane

Abstract

This paper considers the benefits of using videogames within teaching sessions. It suggests that, despite some challenges and limitations, using videogames can provide a useful tool for deeper and meaningful student learning, reflection, and skills development.

Popular culture is increasingly used in the politics and international relations classroom. Videogames contribute to an ever-growing portion of popular culture consumption and the majority of current students have grown up playing videogames in some form. Videogames have been found to be an effective tool for teaching and learning in broad terms and technologically enhanced learning and innovative teaching practices are increasingly advocated by higher education bodies to ensure students graduate with a range of twenty-first century skills. Therefore, further research into their use for teaching politics and international relations in higher education is warranted.

This paper presents findings from several teaching sessions across a range of undergraduate modules that incorporated videogames. Commercially available videogames such as This War of Mine, Plague Inc, and Through the Darkest of Times provide the opportunity for students to explore a range of issues related to fake news, human rights, resistance, and civilian perspectives in conflict. They also encourage empathy by presenting students with moral dilemmas and alternative perspectives. After an introduction to, or revision of a specific topic, students played these games in small groups and were tasked with noting the application of particular concepts, or the strategy they used in trying to win the game or complete the exercise. This was followed by group and class debriefs. Sessions were recorded, including the group discussions during and post-play. In this way, feedback was gained from students to explore the potential for videogames to be used as a tool to enhance student learning.

The analysis of this data suggests that students found the videogames to be a useful addition to their learning. Students were able to apply relevant concepts and ideas to the situations they faced in the game, reflect on their own choices and the perspectives of those who may be experiencing the issues discussed and think critically about the role of popular culture in world politics.

• Presentation Conference Type: Conference Paper (unpublished)
• Conference Name: European International Studies Association Annual Conference
• Start Date: Sep 6, 2023
• Deposit Date: Jan 22, 2024
• Public URL: https://uwe-repository.worktribe.com/output/11609440