Museums, games, and historical imagination: Student responses to a games-based experience at the Australian national maritime museum

Abstract

Digital games feature prominently in discussions concerning the ways museums might reimagine themselves—and best serve their audiences—in an increasingly digital age. Questions are increasingly asked about the opportunities various games might provide to foster historical imagination, and, in this process, contribute to the curation, construction and dissemination of knowledge: goals central to the work of modern museums. This paper reports on the experiences and perceptions of three groups of year 9 students (aged 14-15) as they engaged with one purpose built digital game—called The Voyage—at the Australian National Maritime Museum in 2015. The researchers sought students’ feedback on the strengths, weakness and possibilities associated with using games in museum contexts (rather than at home, or at school). In presenting students’ perspectives and their associated recommendations, the paper provides vital end-user input into considerations about how museums might maximize the potential of digital games, to enhance historical awareness and understanding, build links to formal curriculum, and strengthen partnerships between schools and museums.

Keywords

• digital games
• historical imagination
• learning
• curriculum
• imagination