Unlocking the pedagogical potential of videogames in international studies
In this article Dr Jane Kirkpatrick discusses her project which was funded by a BISA Learning and Teaching Small Grant Award. This grant has contributed to an exploration of how videogames can serve as effective tools for teaching and learning international studies. Building on research that highlights the effectiveness of games in education (Whitton 2009; Prensky 2001), the project investigated the integration of commercially available videogames into classroom settings to create interactive and engaging learning experiences.
Over the past two years, I incorporated videogames into first- and second-year undergraduate modules, carefully selecting games to align with learning objectives. These games tackled themes such as civilian experiences and human rights during conflict, resistance under oppressive regimes, and the dynamics of misinformation and fake news. They were chosen for their ease of use during classroom sessions, as well as game mechanics that encourage collaboration, decision-making, and critical reflection.
Students engaged with the games in groups of two to four for around an hour, guided by structured tasks to ensure a focus on learning outcomes rather than simply achieving in-game success. These tasks required students to record decisions made during gameplay, explain their reasoning, and connect key concepts discussed in the module, such as rights violations, acts of everyday resistance, and the tools used to spread fake news. Post-play discussions encouraged deeper reflection, allowing students to analyse their decisions and relate their experiences to relevant academic debates.
Observations, feedback, and session transcripts highlighted the effectiveness of videogames as pedagogical tools. The immersive nature of the games allowed students to adopt roles, such as civilians under siege, resistors in repressive regimes, or agents spreading fake news. Taking on these roles and reacting to events provided unique insights into complex issues and fostered anunderstanding of perspectives rarely accessed through other mediums. One student commentedthat using the game, “gave access to new perspectives that I hadn’t considered before,” while another stated, “it makes things real.” This interactive approach encouraged students to confront moral dilemmas, empathise with unfamiliar perspectives, and grapple with the consequences of their decisions, fostering critical thinking and meaningful engagement.
The collaborative nature of the sessions further enriched the learning experience by encouragingpeer interaction. Students deliberated over decisions, weighing their implications and connecting in-game scenarios to concepts and events. Most feedback highlighted that using the videogames was an engaging and memorable way to learn, with one student noting, “the format kept me engaged, actively partaking made me concentrate more.” Nearly all respondents expressed enthusiasm for incorporating videogames into future sessions, emphasising their positive impact on learning.
Including videogames in classroom sessions has highlighted the potential of technology-enhanced, interactive teaching methods to address the changing demands of higher education. By making learning more engaging and immersive, videogames enable students to consolidate knowledge, apply theoretical concepts, and gain fresh perspectives on complex issues. Beyond sparking curiosity and encouraging active participation, this approach enriches the student experience and aligns with the broader shift toward innovative, experiential learning in academia. This project and the grant has helped me establish a valuable foundation for future research exploring videogames and emerging technologies, such as virtual reality, to address diverse themes and develop skills essential for teaching and learning in the field of international studies.
Photo by Pawel Kadysz on Unsplash
