In Gaming World History, students work primarily in groups. Group-work is a cornerstone of student-lead and student-centered learning; the role of the instructor is transformed into that of facilitator. Although a challenge, group-work helps to modulate the anxiety students experience when faced with unusual or challenging tasks. Group-work also teaches students the interpersonal, planning and coordinating skills useful in the workplace.
Working in groups, students in Gaming World History creatively engage both the game and course content to produce historical artifacts grounded in a particular imaginary ecosystem and in response to historical developments experienced during game play.
Group Projects require students to utilize a broad range of human modes of expression to create their historical artifacts. Students will build tools, make art, sing songs, perform dances, recite king lists, perform epic poems, keep cargo manifestos, pen political treatises and more. This creates a powerful sense of historical empathy in students, who begin to appreciate that primary documents are voices, not truths, and are buried in space as well as time.
Having used games to solve for the political-economic axioms that shape human behavior in all places and in all times, having populated their own imaginary worlds with culturally-specific historical artifacts, using actual primary documents as models, students then apply axioms and analyze data to create hypotheses with the explanatory power to generate historical narratives from multiple perspectives.