Learning History through Interactive Video Game Narratives
General information
Organisation / School
Historica Canada
Duration
Flexible: from a single lesson (45–60 minutes) to multi-week projects
Target group (age range)
10–18 years (upper primary and secondary education)
Group format
Individual gameplay combined with small group or whole-class discussion
Context of the Practice
History, citizenship education, social studies, media education
Description of the Practice
This good practice is based on the educational video game developed by Historica Canada. The digital environment of the game is designed as an immersive space where students were encouraged not only to learn about Canadian history, but to actively rethink and “redo” it within historically plausible boundaries. Inspired by the logic of strategy and civilization-style games, players were navigating complex contexts, making decisions that influenced how events unfolded.
The year is 1534 and the players are invited to “play as the English to expand [their] empire, to play as the Huron to defend [their] homeland, to wage wars, make peace and explore new lands... as the future of Canadian history is in [their] hand”.
Link with Uchronia or Alternative Narratives
Does the practice involve rewriting history, alternative scenarios, role play, or speculative narratives?
Yes
Explanation:
The game is not limited to presenting “what was.” It explicitly invites students to consider what might have been, using structured “What if…?” scenarios grounded in reliable historical sources. Through branching narratives, learners experience how different choices, alliances, or priorities could have shaped alternative developments, while remaining anchored in documented evidence.
A key feature is also the integration of minority perspectives such as the one of Indigenous and Aboriginal peoples, ensuring that Canadian history is not presented from a single dominant viewpoint.
Social and Transversal Skills Developed
What are the skills developped?
- Empathy
- Communication
- Cooperation
- Conflict management
- Critical thinking
- Media literacy
- Creativity
- Decision-making
Explanation:
Inclusion and Accessibility
Targeted learners (learning difficulties, diversity, disengagement):
This practice particularly supports:
Students disengaged from traditional textbook learning
Digital-native learners
Learners who benefit from experiential and interactive approaches
Students from diverse cultural backgrounds
Accessibility measures used:
Flexible use (individual or group gameplay)
Multimodal learning (visual, textual, interactive)
Impact and Outcomes
Observed impact on pupils:
The educational video game presented here increased student motivation, participation, and engagement compared to traditional lectures. Teachers observed that even typically less responsive pupils became more involved when playing with this game.
Feedback from teachers or pupils:
Student feedback highlighted renewed interest in history, discovery of new content beyond the regular curriculum, and deeper thinking about historical events and perspectives. Many described the experience as “awesome”, fun and motivating, and expressed a desire to see similar approaches used more often in class, especially to make history lessons more engaging.
Transferability
Can the practice be reused or adapted?
Yes
Conditions for replication:
The replication of this practice is possible but difficult for different reasons:
It would require strong partnerships or strong know-how in videogame making processes
This project dates back to the years 2007-2009 and the project website is no longer actively maintained. It is not easy to find the game itself either.
Nonetheless, a similar game could be created in different geographical contexts.
Relevance for Reframe the Story
This practice highlights the value of alternative scenarios in history education, showing how exploring “what if” questions can deepen understanding of historical causality and perspective. It also demonstrates how narrative-based approaches can be more engaging for young learners than traditional methods (even if in this case, the video game format also helps with this conclusion). Importantly, the project underscores the role such tools can play in meaningfully integrating minority perspectives into the teaching of history.