The Potential of Made-for-School History-Oriented Videogames in the Classroom

The Case of Mission US

Abstract

This study examines the potential of Mission US, a history-oriented videogame, to foster historical thinking and reasoning skills in K-12 students. Historical thinking, which involves reasoning like historians, is a critical component of disciplinary literacy in history education. The game offers students interactive experiences by placing them in historical scenarios like the American Revolutionary War, the Great Depression, and the Civil Rights Movement, allowing them to engage in historical perspective-taking, cause and consequence analysis, and use of primary source evidence. Through a combination of content analysis and discourse analysis of gameplay, the study assessed how effectively the game mechanics support students in practicing historical thinking. Findings suggest Mission US provides limited but meaningful opportunities for deep engagement in historical thinking. The game includes numerous historical facts and scenarios but often falls short of requiring complex analysis or impactful decision-making. While mechanics such as dialogue selection and map navigation encourage perspective-taking, many interactions remain surface-level. The study concludes that the game, when used in conjunction with broader educational strategies, can enhance students' historical thinking skills but is less effective as a stand-alone teaching tool. The research highlights the importance of teacher involvement in guiding students through the game's content. Effective integration of the game into classrooms should include guided play sessions, collaborative learning, and reflective activities that bridge the gap between gameplay and real-world historical analysis. This study emphasizes the need for supplementary resources and careful handling of sensitive historical topics to fully realize the educational potential of history-oriented videogames.