Historical Emulation: How Strategy Games Teach History

This dissertation examines the pedagogical potential of historical strategy games utilising the analytical frameworks of procedural rhetoric, the scholarly game construct, and gamification. Through a comparative study of three major titles, Crusader Kings III, Victoria 3, and Civilization VII, it argues that a game's effectiveness in teaching history is contingent on its game design principles being reflective of period-appropriate worldviews.

The study concludes that historical strategy games may maximize pedagogical utility through intentionally aligning core game mechanics with historically situated worldviews. This approach not only enhances historicity and player understanding of the depicted era, but also advances the cultural legitimization of video games as serious mediums for historical engagement.