![[maxresdefault.jpg]] Put similar Image to this but with my game enlarged in the centre
Dexter Hart[[#1 - Abstract|1 - Abstract]] Pg.xx
[[#2 - Introduction|2 - Introduction]] Pg.xx [[#2.1 - Line of Enquiry]] Pg.xx [[#2.2 - Background and Passion]] Pg.xx [[#2.3 - Product Outline]] Pg.xx
[[#3 - Research]] Pg.xx [[#3.1 - Key Concepts and Definitions]] Pg.xx [[#3.2 - Game-Based Learning]] Pg.xx [[#3.2.1 - The Spectrum of Game-Based Learning]] Pg.xx [[#3.2.2 - Student Engagement and Motivation]] Pg.xx [[#3.2.3 - Gamified Learning Platforms]] Pg.xx [[#3.2.4 - Games as a Resource for Learning History]] Pg.xx [[#3.2.5 - Games as a Medium for Developing Computational Thinking]] Pg.xx [[#3.2.6 - Limitations and Criticisms of Game-Based Learning]] Pg.xx [[#3.3 - Game Design]] Pg.xx [[#3.3.1 - Grand Strategy Game Design - Core Systems]] Pg.xx [[#3.3.2 - Player Agency and Emergent Narrative in Grand Strategy]] Pg.xx [[#3.3.3 - UI/UX Design for Complex Systems]] Pg.xx [[#3.3.4 - Balancing Historical Authenticity against Gameplay]] Pg.xx [[#3.3.5 - Historical Representation in Grand Strategy]] Pg.xx [[#3.4 - Historical Research - The Frankish Migration and Early Merovingian Period]] Pg.xx [[#3.4.1 - The Frankish Migration and Tribal Confederacies]] Pg.xx [[#3.4.2 - The Rise of the Merovingian Dynasty]] Pg.xx [[#3.4.3 - Political Structure and Territory]] Pg.xx [[#3.4.4 - Military, Diplomacy and Trade]] Pg.xx [[#3.4.5 - Historiographical Challenges]] Pg.xx
[[#4 - Product Rationale]] Pg.xx
[[#5 - Development and Production]] Pg.xx
[[#6 - Reflection]] Pg.xx
[[#7 - Conclusion]] Pg.xx
[[#References]] Pg.xx [[#Appendices]] Pg.xx
This report investigates the use and effects of games as a resource for learning, with a specific focus on their application within IT and History education. The guiding line of enquiry driving this investigation is: "How can research into game-based learning and grand strategy game design be applied to create a historically grounded simulation that passively educates a general audience about Merovingian Francia?" The final product developed for this project is a grand strategy video game set during the Merovingian rule of Francia, designed to present historical content in a way that is consistent with the research findings. This report outlines the research undertaken across the areas of game-based learning and game design, examines how those ideas were translated into practice, and documents the development process, planning, and decision-making that shaped the product.
The product outlined in this report is one I have wanted to create since early high school. While the core concept — a game in which the player commands and manages a civilisation or kingdom — has remained consistent throughout its conceptualisation, its specific setting and scope have evolved considerably over the years, shaped by shifting interests and growing historical knowledge. In early high school the concept took the form of a fantasy world centred on commanding armies and civilisations, with little grounding in any historical reality. By Year Nine this had shifted toward a more grounded, realistic historical simulator of the Viking Invasions, and briefly in Year Ten the idea was reimagined as a science-fiction universe drawing inspiration from settings such as Warhammer 40,000. Year Eleven then brought a return to the historical simulation, this time incorporating an alternative history dimension rather than a fixed narrative. It is from this final iteration that the current product emerged: a grand strategy and kingdom simulation set in the aftermath of the fall of the Western Roman Empire, following the Merovingian rule of Francia.
The final product is a grand strategy video game set during the Merovingian period of early medieval Francia, intended for a general audience with an interest in history. The game does not function as a formal teaching tool, but rather aims to passively educate players by embedding authentic historical detail — including figures, events, and the political structures of the period — directly into its mechanics and world. In doing so, it seeks to make an often-overlooked era of European history accessible and engaging through interactive play, with the historical content being absorbed naturally through gameplay rather than instruction. The product serves as the practical application of the research outlined in this report, translating findings on game-based learning and grand strategy game design into a functional, historically grounded experience.
The key concepts and definitions covered in this section will be referenced and used throughout both the research and further sections of this report.
- Define and distinguish GBL, gamification, serious games, and COTS
- Establish where this project sits on that spectrum (COTS/entertainment-first)
- Key sources: Scholz et al. (2021), Oceja et al. (2022)
- Already drafted, just needs finalising once you have confirmed your additional sources
- Why games are inherently motivating (intrinsic motivation, challenge, feedback loops)
- How engagement in games differs from traditional instruction
- Link engagement to learning outcomes
- Key sources: Malone and Lepper (1987), Gee (2003), Scholz et al. (2021)
- Note: this is the section most in need of additional sources before writing
- Brief overview of existing platforms like Kahoot, Duolingo, Classcraft
- How they differ from full GBL
- Their strengths and limitations as engagement tools
- Key sources: Deterding et al. (2011), Scholz et al. (2021)
- Note: keep this relatively brief as it is not the core focus of your project, more contextual background
- This is your most important GBL subheading given your project
- Cover how historical games have been used in classrooms
- Discuss the tension between accuracy and authenticity in historical games
- Grand strategy specifically as a vehicle for historical learning
- Key sources: Stirling and Wood, Loban (2021), Redder (2024), Oceja et al. (2022), Mindrebø (2024)
- This section should connect directly back to your project and line of enquiry
- Define computational thinking briefly
- How strategy games in particular develop systems thinking, pattern recognition, and logical decision making
- Connect to grand strategy specifically
- Key sources: Wing (2006), potentially Mahlmann (2013) for the systems angle
- Note: needs dedicated sources, keep concise as it is a secondary learning outcome of your project rather than the primary one
- Cover the main criticisms: difficulty of measuring impact, teacher expertise required, risk of trivialising content, bias in commercial games
- Acknowledge these apply to your project too
- Key sources: Oceja et al. (2022), Loban (2021) for bias critique, Scholz et al. (2021) for the engagement vs learning outcomes distinction
- This section should be honest and balanced, not dismissive of the criticisms
Bowell, T., Pepperell, N., Richardson, A. and Corino, M.-T. (2024). Revitalising Higher Education. Cardiff University Press.
Loban, R., (2021) The Transformation from Physical Wargames to Grand Strategy Video Games, and the Opportunities for Deep and Efficient Historical Wargaming Experiences. Digital Culture & Education, 13(1), 81–107
Mahlmann, T. (2012). Modelling and Generating Strategy Games Mechanics. [PhD Thesis] Available at: https://www.researchgate.net/publication/275962995_Modelling_and_Generating_Strategy_Games_Mechanics [Accessed 17 May 2026].
Mindrebø, M.E. (2024). Simulating medieval connections: Grand strategy games and social network analysis. The Journal of HISTORICAL NETWORK RESEARCH, [online] 10(1). doi:https://doi.org/10.25517/jhnr.v10i1.81.
Oceja, J., Abián-Cubillo, D. and Torres-Trimallez, M. (2022). Games for Teaching and Learning History: a Systematic Literature Review. European Conference on Games Based Learning, [online] 16(1), pp.419–430. doi:https://doi.org/10.34190/ecgbl.16.1.558.
Rigney, S.L., Berger, N. and Parada, R. (2025). Rewriting History: How Digital Games are Revolutionising NSW Secondary History Classrooms. European Conference on Games Based Learning, 19(2). doi:https://doi.org/10.34190/ecgbl.19.2.3906.
Scholz, K.W., Komornicka, J.N. and Moore, A. (2021). Gamifying History: Designing and Implementing a Game-Based Learning Course Design Framework. Teaching & Learning Inquiry, [online] 9(1), pp.99–116. doi:https://doi.org/10.20343/teachlearninqu.9.1.9.
Stirling, Eve and Wood, Jamie (2021). Actual history doesn't take place: Digital Gaming, Accuracy and Authenticity. Games Studies, 21 (1). [Article]
Sweetser, P. (2006). An Emergent Approach to Game Design – Development and Play. [PhD Thesis] Available at: https://staff.itee.uq.edu.au/janetw/papers/PhD%202006%20Sweetser.pdf [Accessed 17 May 2026].
Yee, N. (2016). Game Genre Map: The Cognitive Threshold in Strategy Games. [online] Quantic Foundry. Available at: https://quanticfoundry.com/2016/01/20/game-genre-map-the-cognitive-threshold-in-strategy-games/ [Accessed 17 May 2026].
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