ABSTRACT
This chapter explores how historical video games can be used to nurture historical consciousness among higher education students, specifically teacher-students. The authors focus on the depiction of the First World War in three different genres of video games, and how playing and studying these games in a learning context can contribute to the development of historical consciousness. This chapter brings together perspectives and research on historical consciousness and video game studies, reflecting on several avenues for using historical video games as a tool for historic reflection and deeper understanding. The authors analyse how different games are biased towards certain actions and propose teachers' pro-actions as a concept to grasp the educators' effort to tweak the gamic action in ways that enhance students' historical consciousness and learning experiences.
