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COMPUTER GAMES IN HISTORY TEACHING AS A NEW TEACHING STRATEGY OF LEARNING THROUGH PLAY
Abstract
With an ever-increasing need to integrate information and communication technology into the teaching process, examining the possibility of introducing computer games as a new aspect of teaching strategy and a new teaching tool in teaching history is particularly interesting from the aspect of modernization of the teaching process. It is an irrefutable fact that the modern generations of children, at any level of education, live in a networked world with technological development being its integral part. Computers, constant internet access and mobile devices are part of their everyday lives. A question is raised whether the fact of technological progress of society can be used for educational purposes and not simply for entertainment and leisure time activities. Is it worthy to integrate a segment which was always considered a form of entertainment into the teaching process and how should it be done? Computer games definitely have the potential to achieve the goals of both teaching and entertainment. They offer teachers new possibilities of teaching history, giving them an opportunity to modernize their teaching methods and bring history closer to children in a way that children find interesting and different. There are two approaches which analyze computer games: narratology vs. ludology. Use of computer games enables the implementation of all classic requirements each student has to fulfil: from following and guiding of student's work to assessment, which is presented on the example of cyclic application. By accepting this model as a new teaching strategy, the teacher's role is changed, he becomes the person who teaches children and fulfils the curricular requirements in a modern way, appealing for children. The emphasis of the educational process is shifted to the student, which creates the basis for development of skills suitable for modern world of lifelong learning.
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