ABSTRACT

There is growing interest in the incorporation of digital games as part of the suite of offerings in museum education in heritage environments. Digital games are seen as ways of recreating historic worlds, affording empathetic and affective engagement, and increasing interest in and understanding of historical periods or processes, working in complementarity with material exhibitions and artefacts on display. Stakeholders engaged in the development of digital games, however, may have different views of what constitutes significant knowledge and priorities. This paper reports on findings from a pilot study that investigated key concerns for three groups involved in designing a game – museum educators, maritime archaeologists and games designers – that foregrounded the construction of history, history as constructed and processes of historical research. The paper explores the differing values and priorities underlying the perspectives of each group, and the implications of these for museum education, and the design of the game.

摘要

人们越来越有兴趣将数字游戏作为遗产环境中博物馆教育套件的一部分。数字游戏被视为重建历史世界的方式，提供移情和情感参与，增加对历史时期或过程的兴趣和理解，与展出的材料展览和手工艺品相辅相成。然而，参与数字游戏开发的利益相关者可能对重要知识和优先事项的构成有不同的看法。本文报告了一项试点研究的结果，该研究调查了参与设计游戏的三个群体（博物馆教育者、海事考古学家和游戏设计师）的主要关注点，这些群体将历史构建置于首位，作为建构的历史和历史研究的过程。本文探讨了每个群体观点背后的不同价值观和优先事项，以及这些对博物馆教育和游戏设计的影响。