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Presenting Ancient History Through Serious Games: a Case-Study in Assyriology

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Presenting Ancient History Through Serious Games: a Case-Study in Assyriology PRESENTING ANCIENT HISTORY THROUGH SERIOUS GAMES: A CASE-STUDY IN ASSYRIOLOGY by LAURENCE HANES A Thesis Submitted to the University of Birmingham for the Degree of DOCTOR OF PHILOSOPHY Department of Electronic, Electrical, and Systems Engineering School of Engineering College of Engineering and Physical Sciences University of Birmingham July 2019 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. Abstract This thesis investigates how ancient history can be effectively presented through serious games for educational purposes, by presenting a case study in the field of Assyriology. It is anticipated that the results are applicable to other fields of history and cultural heritage. A model is presented to describe how heritage and historical content can be manifested in video games, for the design of serious games for heritage and the analysis of commercial games that present historical material. The theories of reduced fidelity constrained virtual environments are applied to serious games for heritage, to reduce required development resources. A constrained implementation of a serious game for Assyriology is tested against an equivalent 3D environment, and results indicate the constrained environment can achieve comparable levels of presence, enjoyment, quality, and interest in the subject. Based on an interview with an Assyriology field expert, a methodology for the analysis and design of serious games for heritage is presented, based on activity theory. The methodology is applied to the analysis and redesign of a serious game for Assyriology, and the development of a playable prototype. An online user-test showed the redesigned game was enjoyed by participants and was effective at achieving its learning objectives. For Gitta. Acknowledgements Firstly, I would like to thank my supervisor Bob Stone, who helped make this project what it is, and who was always there to offer his supervision, guidance, and support, both professional and personal. I would also like to thank my original supervision team, Tim Collins and Sandra Woolley. Even though my project changed after they left, they undoubtedly helped to get me started, and taught me what I needed to take this project to its final stages. Next, I would like to thank Chris Baber, who was always happy for me to sit in his PhD office, offered friendly advice, and treated me like one of his own students. I also owe my gratitude to all of the staff in the department, including my co-supervisor and internal assessor, who helped keep things on track. Dr Jon Taylor from the British Museum gave much invaluable assistance to several aspects of this project, so I am grateful for his input. Similarly, many others working at the British Museum were very helpful. I would also like to thank all of the participants who took part in the constrained virtual environment experiment, especially the member of Arts Council England, who kindly agreed to give their valuable time and experience. I would also like to thank my fantastic colleagues, with whom it has been a pleasure to share an office. They have offered the best support, inspiration, encouragement, and camaraderie that I could have hoped for. I certainly could never have completed this project without my partner Freja, who was always there with endless support, patience, love, and encouragement. I would also like to once more give a dedication to my grandmother Gitta, who was there from the very beginning, always keen to know what I was working on and how it was going. She put a roof over my head, and I am so glad I could spend the last few months with her before leaving Birmingham. When I think back to this time, it will always be with memories of her at 294 Harborne Park Road, I only wish she could have seen me finish too. Of course, I could not forget the support and guidance from my family, especially my parents, sisters, and my brother-in-law Rich, who taught me to take ownership of my project, to make it my own, and to not be afraid of changing it when things weren’t going right. Finally, I have to mention all of my friends who helped to make these years in Birmingham the best, most meaningful, most transformative years of my life. To every person mentioned here, and many more that I did not have space or memory to include, all I can say is thank you. Table of Contents Chapter 1 Introduction ..................................................................................................................................... 1 1.1. Interactive Technologies and Virtual Heritage ..................................................................................................... 1 1.2. Games, Serious Games, and Game-Based Learning ............................................................................................. 4 1.3. Serious Games for Heritage and Historical Commercial Games ........................................................................ 15 1.4. Assyriology and Mesopotamian History ............................................................................................................ 25 1.5. Thesis Overview ................................................................................................................................................. 27 1.6. Field Expert Interview ........................................................................................................................................ 30 1.7. Definitions of Terms and Concepts .................................................................................................................... 35 1.8. Statements of Ethical Approval .......................................................................................................................... 38 Chapter 2 Literature Review .......................................................................................................................... 39 2.1. Introduction ........................................................................................................................................................ 39 2.2. History Learning................................................................................................................................................. 41 2.3. Definitions and Categorisations of Historical Video Games .............................................................................. 44 2.4. Design and Evaluation of Serious Games for Heritage ...................................................................................... 47 2.5. Serious Game for Heritage Projects ................................................................................................................... 54 2.6. Experiential Concepts in Video Games .............................................................................................................. 58 2.7. Constrained Virtual Environments ..................................................................................................................... 62 2.8. Discussion and Gaps in the Reviewed Literature ............................................................................................... 65 2.9. Conclusions ........................................................................................................................................................ 67 Chapter 3 A Model of Historical Content in Video Games ........................................................................... 71 3.1. Introduction ........................................................................................................................................................ 71 3.2. A Model of Historical Content in Video Games ................................................................................................ 72 3.3. Appropriate Selection of Historical Content in Serious Games .......................................................................... 84 3.4. Critical Analysis of Historical Content in Historical Commercial Games .......................................................... 86 3.5. Discussion of the Model of Historical Content................................................................................................... 90 3.6. Conclusions ........................................................................................................................................................ 95 Chapter 4 Constrained Virtual Environments Applied to Serious Games for Heritage ................................. 97 4.1. Introduction ........................................................................................................................................................ 97 4.2. Approach for the Application of Constrained Virtual Environments to Serious Games for Heritage ................ 99 4.3. Development of a Constrained Virtual Environment Game Engine for Serious Games for Heritage .............. 100 4.4. Implementation of an Assyriology Serious Game in the Game Engine ...........................................................
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