Abstract
This paper presents a case study drawn from design-based research (DBR) on a mobile, place-based augmented reality history game. Using DBR methods, the game was developed by the author as a history learning intervention for fifth to seventh graders. The game is built upon historical narratives of disenfranchised populations that are seldom taught, those typically relegated to the 'null curriculum'. These narratives include the stories of women immigrant labour leaders in the early twentieth century, more than a decade before suffrage. The project understands the purpose of history education as the preparation of informed citizens. In paying particular attention to historical themes that endure overtime, the game aims to draw connections between historical and contemporary narratives of diverse and disenfranchised populations. The study discusses new design knowledge for addressing such narratives. Self-reflexivity, the technique of revealing the means of production of the game technology itself can be used to spotlight contemporary issues of disenfranchisement. Supra-reveals, historical thematic foreshadowing, can help establish key links between themes of disenfranchisement of diverse groups in the past and those in the present. These techniques used together, and the subsequent curriculum, brought focus to teaching issues of diversity and disenfranchisement typically written out of curriculum.
Publication Date
5-16-2017
Document Type
Article
Department, Program, or Center
School of Interactive Games and Media (GCCIS)
Recommended Citation
Gottlieb, O. (2017/2018 – digital/print edition). Time travel, labour history, and the null curriculum: New design knowledge for mobile augmented reality history games. International Journal of Heritage Studies, 24(3), 287–299. https://doi.org/10.1080/13527258.2017.1325768
Campus
RIT – Main Campus
Included in
Civic and Community Engagement Commons, Collective Bargaining Commons, Community-Based Learning Commons, Cultural History Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Digital Humanities Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education Commons, Ethics in Religion Commons, Ethnic Studies Commons, Fiction Commons, Film and Media Studies Commons, Game Design Commons, History of Gender Commons, Inequality and Stratification Commons, Instructional Media Design Commons, Interactive Arts Commons, Interdisciplinary Arts and Media Commons, International and Comparative Labor Relations Commons, Labor History Commons, Language and Literacy Education Commons, Museum Studies Commons, Nonfiction Commons, Outdoor Education Commons, Place and Environment Commons, Political History Commons, Politics and Social Change Commons, Public History Commons, Race and Ethnicity Commons, Science and Technology Studies Commons, Social Control, Law, Crime, and Deviance Commons, Social History Commons, Sociology of Religion Commons, Technology and Innovation Commons, Tourism Commons, Tourism and Travel Commons, Unions Commons, United States History Commons, Women's History Commons, Women's Studies Commons, Work, Economy and Organizations Commons, Yiddish Language and Literature Commons
Comments
This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Heritage on May 16, 2017, available online: https://doi.org/10.1080/13527258.2017.1325768