School of Education

Made-for-school History-oriented Videogames: The Case of Mission US

patenaude — Thu, 11 Sep 2025 18:10:18 +0000

Made-for-school History-oriented Videogames: The Case of Mission US

Thursday, September 11, 2025

patenaude Thu, 09/11/2025 - 14:10

Assistant Professor Taylor Kessner (�ʹڲ��ַ/Matt Burkhartt)

Taylor Kessner

Article title

The potential of made-for-school history-oriented videogames in the classroom: The case of Mission US

Summary

Kessner and Harris highlight the promise and pitfalls of made-for-school history-oriented video games and offer practical guidance for teachers interested in doing games well in the classroom.

Abstract

This study examines the potential of Mission US, a history-oriented videogame, to foster historical thinking and reasoning skills in K-12 students. Historical thinking, which involves reasoning like historians, is a critical component of disciplinary literacy in history education. The game offers students interactive experiences by placing them in historical scenarios like the American Revolutionary War, the Great Depression, and the Civil Rights Movement, allowing them to engage in historical perspective-taking, cause and consequence analysis, and use of primary source evidence. Through a combination of content analysis and discourse analysis of gameplay, the study assessed how effectively the game mechanics support students in practicing historical thinking. Findings suggest Mission US provides limited but meaningful opportunities for deep engagement in historical thinking. The game includes numerous historical facts and scenarios but often falls short of requiring complex analysis or impactful decision-making. While mechanics such as dialogue selection and map navigation encourage perspective-taking, many interactions remain surface-level. The study concludes that the game, when used in conjunction with broader educational strategies, can enhance students' historical thinking skills but is less effective as a stand-alone teaching tool. The research highlights the importance of teacher involvement in guiding students through the game's content. Effective integration of the game into classrooms should include guided play sessions, collaborative learning, and reflective activities that bridge the gap between gameplay and real-world historical analysis. This study emphasizes the need for supplementary resources and careful handling of sensitive historical topics to fully realize the educational potential of history-oriented videogames.

Research questions

1. What do video games offer in terms of higher order thinking skills in history education?
2. What are the potential pitfalls of using video games in the history classroom?
3. What can teachers do to capitalize on the affordances of history-oriented video games while avoiding their potential pitfalls?

What the research adds to the discussion

Could video games be places for students to practice historical thinking skills? For decades, the terms historical thinking and historical reasoning have been cited by scholars, educators, and policymakers as goals for history learning that expand beyond mere knowledge of historical facts. Definitions of historical thinking vary (Lévesque & Clark, 2018), but they generally involve discussions of the cognitive processes involved in historical work. For example, the National Council for the Social Studies’ College, Career, and Civic Life (C3) Framework (2013) described historical thinking as a “process of chronological reasoning, which means wrestling with issues of causality, connections, significance, and context with the goal of developing credible explanations of historical events and developments based on reasoned interpretation of evidence” (p. 45). Within these conceptions of historical thinking, some scholars have identified sets of historical thinking skills and understandings to guide teachers and students in historical work. For example, the Centre for the Study of Historical Consciousness (n.d.) identified six “historical thinking concepts,” including “take historical perspectives” and “understand the ethical dimension of historical interpretations” (see https://historicalthinking.ca/historical-thinking-concepts); similarly, van Drie and van Boxtel (2007) described a historical reasoning framework with six components, including “contextualization” and “using sources” (p. 89). Taken together, these skills represent critical elements of literacy in history and are an important aim of ambitious history teaching (Blevins et al., 2020; Wineburg, 2001). Skills such as analyzing evidence, considering perspectives, and developing historical arguments are included in many standards documents throughout North America and Europe, as well as national curricular documents such as the C3 Framework. Video games, with their potential for engagement and perspective-taking (Dishon & Kafai, 2020), may be worthwhile spaces to engage students in such historical thinking work (McCall, 2022).

Associate Professor Lauren McArthur Harris, Mary Lou Fulton College of Teaching and Learning Innovation, School of Historical, Philosophical, and Religious Thought at Arizona State University

Kessner, T., & Harris, L. M. (2025). The potential of made-for-school history-oriented video games in the classroom: The case of Mission US. Annals of Social Studies Research for Teachers, 7(1), 54-67. http://doi.org/10.29173/assert85

Annals of Social Studies Education Research for Teachers

Sweet Math with 10 Gulab Jamuns

cobrien — Thu, 11 Sep 2025 13:10:02 +0000

Sweet Math with 10 Gulab Jamuns

Thursday, September 11, 2025

cobrien Thu, 09/11/2025 - 09:10

School of Education News

At �ʹڲ��ַ’s School of Education, Dr. Peter Kalenda is bringing math to life through stories. This semester, 28 teacher candidates are using 10 Gulab Jamuns by Sandhya Acharya as a playful entry point to teaching addition with regrouping to first- and second-grade students.

Thanks to support from the NEA’s Learning and Leadership Grant, every teacher candidate received a free copy of the book. The grant, co-authored by Dr. Kalenda and Dr. Kathleen Olmstead of SUNY Brockport, focuses on helping future childhood educators build global competency skills through storybooks that highlight diverse representation.

In the lesson, students meet Idu and Adu from 10 Gulab Jamuns and are then challenged to count and add a variety of Indian sweet treats—just like the characters in the story. This lesson's inquiry-based approach not only strengthens math skills but also invites children to explore culture and community through food, storytelling, and play.

Education Professor Lends AI Expertise to School District

dreessen — Wed, 27 Aug 2025 20:11:58 +0000

Education Professor Lends AI Expertise to School District dreessen Wed, 08/27/2025 - 16:11

�ʹڲ��ַ Is a Wash Monthly Best-in-Class College

patenaude — Mon, 25 Aug 2025 17:48:49 +0000

�ʹڲ��ַ Is a Wash Monthly Best-in-Class College patenaude Mon, 08/25/2025 - 13:48

Summer Camp Volunteer Story: XLH Snorkel

cobrien — Mon, 25 Aug 2025 17:11:41 +0000

Summer Camp Volunteer Story: XLH Snorkel

Monday, August 25, 2025

cobrien Mon, 08/25/2025 - 13:11

School of Education News

This July 2025, Dr. Peter Kalenda traveled to The Center for Courageous Kids in Scottsville, Kentucky to volunteer as a snorkel instructor for XLH Camp with his husband, Dr. Logan Rath (�ʹڲ��ַ alumnus). The children at this camp had XLH or other rare bone diseases and the camp is uniquely designed to help meet their needs.

As an extension of his work in STEM Education in the School of Education, they offered snorkel classes to 42 children to help them develop a love of exploring aquatic environments. For many, this was a life changing experience. Dr. Rath, who has XLH, served as a role model for these children with XLH who often feel as though they cannot engage in athletic activities, such as snorkeling. The instructors also brought their scuba gear and modeled scuba diving - Dr. Rath showed how he can make scuba diving modified for those with XLH using gear such as split fins.

All students received a high-quality mask, snorkel, fins, and backpack to keep that were purchased by the XLH Network and our local Rochester Scuba Diving Shop, RU4Scuba. Dr. Kalenda and Dr. Rath created special XLH Snorkel Certificates that were provided to children as they left camp.

The XLH Network was impressed and thankful with the Snorkel Diver course and have invited them back next year - potentially extending instruction to include ecology, conservation, freediving, and mermaiding (a form of freediving using a monofin).

SOE Professor Authors Book on Special Education

cobrien — Mon, 25 Aug 2025 17:09:14 +0000

SOE Professor Authors Book on Special Education

Monday, August 25, 2025

cobrien Mon, 08/25/2025 - 13:09

School of Education News

The textbook, Writing a Legal, Robust and Useful IEP: The Foundation of an Effective Special Education Program (from the Series Evidence-Based Instruction in Special Education), published by Routledge, will be released on September 25th, 2025, Authored by SOE Professor Annmarie Urso, Ph.D., and Dee Berlinghoff, Phd., Professor of Special Education Emeritus from Mount St. Mary’s College, the text addresses how to write the component parts of the Individualized Education Program (IEP), as well as provide the legal foundations of the IEP. The text was written specifically for those that are involved in the IEP development process, including teachers, families, and special education committee members. The text includes a chapter on the legal foundations of special education law authored by �ʹڲ��ַ alumnus, Patrick McNellis, Esq., U ’04.

The Individualized Education Program is the foundation of special education for 459,771 students in the state of New York and 7.5 million students nationwide in 2024. The IEP, defined and protected by the Individuals with Disabilities Education Improvement Act of 2004 (first signed in 1975 as the Education of All Handicapped Children Act), provides children ages 3-21, nationwide, and 3-22 in New York State, with a free and appropriate public education by outlining goals, supports, and services that a child with a disability.

�ʹڲ��ַ Is a Princeton Review Best College for 2026

patenaude — Tue, 12 Aug 2025 17:50:16 +0000

�ʹڲ��ַ Is a Princeton Review Best College for 2026 patenaude Tue, 08/12/2025 - 13:50

Dr. James Oigara Awarded Two Fellowships

cobrien — Fri, 08 Aug 2025 13:44:10 +0000

Dr. James Oigara Awarded Two Fellowships

Friday, August 8, 2025

cobrien Fri, 08/08/2025 - 09:44

School of Education News

James Oigara, assistant professor in �ʹڲ��ַ’s Ella Cline Shear School of Education, was recently selected to participate in two fellowships.

Oigara is part of the 2025 GW Fellowship & Summer Institute on Antisemitism and Jewish Identity in Educational Settings. In June, Oigara attended a four-day workshop training at the Graduate School of Education and Human Development at the George Washington University and will attend online workshops this fall. The fellowship focuses on how to recognize, study, and teach antisemitism and foster Jewish representation within university-based schools, colleges, and departments of education and in other educational settings.

He was also recently a faculty fellow in the inaugural Immigration-Focused Faculty Fellowship Program hosted by the CUNY-Initiative on Immigration and Education. Ten faculty members from across the CUNY system participated in the program, with a focus on fostering more inclusive educational environments.

Assistant Professor Awarded Primary Source Project Grant from the Library of Congress

cobrien — Fri, 08 Aug 2025 13:42:38 +0000

Assistant Professor Awarded Primary Source Project Grant from the Library of Congress

Friday, August 8, 2025

cobrien Fri, 08/08/2025 - 09:42

School of Education News

�ʹڲ��ַ Joins Library of Congress Consortium for Primary Sources

�ʹڲ��ַ is now a proud member of the Library of Congress Consortium for Primary Sources. As part of this exciting partnership, Dr. James Oigara, assistant professor at �ʹڲ��ַ’s Ella Cline Shear School of Education, will lead the development and implementation of a professional program designed for both pre-service and in-service teachers.

This initiative aims to enhance educators' skills in locating, analyzing, and using primary sources from the Library of Congress to enrich classroom instruction. By engaging with these authentic materials, teachers will be better equipped to help students build meaningful, personal connections to history. Dr. Oigara will collaborate with teacher candidates and cooperating teachers to integrate these skills into their teaching practices - bringing history to life for the next generation of learners.

�ʹڲ��ַ Named to PTK's 2025 Transfer Honor Roll

patenaude — Fri, 01 Aug 2025 11:58:12 +0000

�ʹڲ��ַ Named to PTK's 2025 Transfer Honor Roll patenaude Fri, 08/01/2025 - 07:58

School of Education

Made-for-school History-oriented Videogames: The Case of Mission US

Article title

Summary

Abstract

Research questions

What the research adds to the discussion

Sweet Math with 10 Gulab Jamuns

Education Professor Lends AI Expertise to School District

�ʹڲ�����ַ Is a Wash Monthly Best-in-Class College

Summer Camp Volunteer Story: XLH Snorkel

SOE Professor Authors Book on Special Education

�ʹڲ�����ַ Is a Princeton Review Best College for 2026

Dr. James Oigara Awarded Two Fellowships

Assistant Professor Awarded Primary Source Project Grant from the Library of Congress

�ʹڲ�����ַ Named to PTK's 2025 Transfer Honor Roll

�ʹڲ��ַ Is a Wash Monthly Best-in-Class College

�ʹڲ��ַ Is a Princeton Review Best College for 2026

�ʹڲ��ַ Named to PTK's 2025 Transfer Honor Roll