Abstract
In this chapter, I describe and explain the Statecraft X game-based learning curriculum for social studies taken by 15-year-old students as part of the formal curriculum in school. Aligned with the performance -theoretic perspective articulated in this book, students learn governance by governing virtual towns in the Statecraft X game; they do not merely learn about governance. From a pedagogical perspective, students learn by engaging in inquiry , in a manner consistent with the learning tenets set out by Dewey (The Middle Works of John Dewey, 1899–1924 6:177–356, 1909/1991).
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Notes
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- 2.
This space may also be viewed as a virtual space by virtue of it being an immersive digital world, but being virtual in this sense does not in any way detract from the realism of the I-ness of engaging in game play or the first-person outcomes of learning that ensue through participation in the curriculum.
- 3.
Note that this description of game phases indicates the broad flow of how game play typically emerges. It does not signify a rigid compartmentalization of distinct segments of game play. Thus, it is entirely possible for players to begin extending their influence over other towns in phase two of game play.
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Chee, Y.S. (2016). Statecraft X: Learning Governance by Governing. In: Games-To-Teach or Games-To-Learn. Gaming Media and Social Effects. Springer, Singapore. https://doi.org/10.1007/978-981-287-518-1_4
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