Teaching History With Computer Simulations:Teaching History With Computer Simulations:

The Oregon Trail and Beyond

The Oregon Trail and Beyond

Dave LesterCenter for History and New MediaGeorge Mason University

The Oregon Trail Computer GameThe Oregon Trail Computer Game

• First developed in 70’s

• Released in 1985

• Designed for education

• Computer simulation

• Decision-based single

player game

Why The Oregon TrailWhy The Oregon Trail

• Most successful History

education game, ever.

• Large enthusiast

community

• 5th version of the game is

still ranked second for

‘parent approved’ games

among 13-17 year-olds

• Most successful History

education game, ever.

• Large enthusiast

community

• 5th version of the game is

still ranked second for

‘parent approved’ games

among 13-17 year-olds

Teaching ObjectiveTeaching Objective

Designed to be used as a teaching tool for learning about Westward expansionism and the Oregon Trail, as well as exciting students about History

Designed to be used as a teaching tool for learning about Westward expansionism and the Oregon Trail, as well as exciting students about History

Critical QuestionsCritical Questions

What was the effectiveness of the game? Students gaining knowledge in the game

How accurately does the game represent history?

Why do people love the Oregon Trail so much?

What was the effectiveness of the game? Students gaining knowledge in the game

How accurately does the game represent history?

Why do people love the Oregon Trail so much?

Simulations are Interactive Narratives

Simulations are Interactive Narratives

Ludology vs Narratology

My presentation’s critique takes a narrativist approach

Historical narrative in computer simulations can be problematic Abstraction

Ludology vs Narratology

My presentation’s critique takes a narrativist approach

Historical narrative in computer simulations can be problematic Abstraction

Gender in The Oregon Trail

Gender in The Oregon Trail

The strong white man conquering the American West

Visually and textually explicit

The narrative omits the contributions of women on the trail, and tells an idealized narrative of men

The strong white man conquering the American West

Visually and textually explicit

The narrative omits the contributions of women on the trail, and tells an idealized narrative of men

Gender VisualizationGender Visualization

• The male figure leads the wagon

• Users only control wagon leader

• Women only shown in this one scene -- virtually removed from the visual narrative

Textual NarrativeTextual Narrative

“I hear terrible stories about wagon parties running out of food before Oregon - the whole party starving to death. We must check our supplies often; we might not get there as soon as we think. Always plan for the worst, I say.”

Women are consistently shown gossiping or worrying in the game - powerless to make the decisions of men

“I hear terrible stories about wagon parties running out of food before Oregon - the whole party starving to death. We must check our supplies often; we might not get there as soon as we think. Always plan for the worst, I say.”

Women are consistently shown gossiping or worrying in the game - powerless to make the decisions of men

Oregon Trail SurveyOregon Trail Survey

Collect oral histories and learn what students remember about the game

Hoping to find out: How was the game used? How do former students remember gender and race

represented in the game?

Reached online enthusiast groups with hundreds of responses

Collect oral histories and learn what students remember about the game

Hoping to find out: How was the game used? How do former students remember gender and race

represented in the game?

Reached online enthusiast groups with hundreds of responses

Two Survey ConclusionsTwo Survey Conclusions

The game was misused in the classroom – 85% students played solely the game without additional instruction

Users remember things happening in the game that didn’t actually happen – fill in the gaps with their own knowledge/stereotypes

The game was misused in the classroom – 85% students played solely the game without additional instruction

Users remember things happening in the game that didn’t actually happen – fill in the gaps with their own knowledge/stereotypes

Reflections on Educational Use

Reflections on Educational Use

Failed to simply be used only as a tool Teachers improperly used the game as a

lesson in itself, lacking augmentative instruction to provide context

The narrative of the game itself was limited in its scope Offering only a limited historical narrative

to students learning about the Trail

Failed to simply be used only as a tool Teachers improperly used the game as a

lesson in itself, lacking augmentative instruction to provide context

The narrative of the game itself was limited in its scope Offering only a limited historical narrative

to students learning about the Trail

More InformationMore Information

Oregon Trail Survey http://oregontrailsurvey.com

Dave Lester http://davelester.org

Oregon Trail Survey http://oregontrailsurvey.com

Dave Lester http://davelester.org