Books in the Video Games and the Humanities series

The open world role-playing Assassin's Creed video game series is one of the most successful series of all time, praised for its in-depth use of historical characters and events, compelling graphics, and addictive gameplay. Assassin's Creed games offer up the possibility of exploring history, mythology, and heritage immersively, graphically, and imaginatively. This collection of essays by architects archaeologists and historiansexplores the learning opportunities of playing, modifying, and extending the games in the classroom, on location, in the architectural studio, and in a museum.

Delicious Pixels: Food in Video Games introduces critical food studies to game scholarship, showing the unique ways in which food is utilized in both video game gameplay and narrative to show that food is never just food but rather a complex means of communication and meaning-making. It aims at bringing the academic attention to digital food and to show how significant it became in the recent decades as, on the one hand, a world-building device, and, on the other, a crucial link between the in-game and out-of-game identities and experiences. This is done by examining specifically the examples of games in which food serves as the means of creating an intimate, cozy, and safe world and a close relationship between the players and the characters.

How do games represent history, and how do we make sense of the history of games? The industry regularly uses history to sell products, while processes of creation and of promotion leave behind markers of a game's history. The access to this history is often granted by so-called paratexts, which are accompanying elements orbiting texts. Exploring this fully, case studies in this work move the focus of debate from the games themselves to wider, ancillary materials and ask how history is used in, and how we can use history to study games.

Video game environments constitute a vast expansion of the built environment, offering new worlds to explore and new spaces for engaging in a range of activities. Like buildings and cities before them, these interactive environments are deeply meaningful for how they communicate values and shape behaviour. This book unpacks how they do this, drawing on theories of embodied cognition to analyze virtual environments designed as rich worlds.

While the formal speculative qualities of written material and films are well known and understood, the techniques of speculation that are unique to games are undertheorised. By looking to two short games (VA-11 HALL-A and The Hard Way) whose primary mode of interaction is the click, the book elucidates the moment when video games generate speculation.

Games can act as invaluable tools for the teaching of the Middle Ages. The learning potential of physical and digital games is increasingly undeniable at every level of historical study. These games can provide a foundation of information through their stories and worlds. They can foster understanding of complex systems through their mechanics and rules. Their very nature requires the player to learn to progress. The educational power of games is particularly potent within the study of the Middle Ages. These games act as the first or most substantial introduction to the period for many students and can strongly influence their understanding of the era. Within the classroom, they can be deployed to introduce new and alien themes to students typically unfamiliar with the subject matter swiftly and effectively. They can foster an interest in and understanding of the medieval world through various innovative means and hence act as a key educational tool. This volume presents a series of essays addressing the practical use of games of all varieties as teaching tools within Medieval Studies and related fields. In doing so it provides examples of the use of games at pre-university, undergraduate, and postgraduate levels of study, and considers the application of commercial games, development of bespoke historical games, use of game design as a learning process, and use of games outside the classroom. As such, the book is a flexible and diverse pedagogical resource and its methods may be readily adapted to the teaching of different medieval themes or other periods of history.

Commercially successful, fan-beloved, and a frequent source of media attention, Rockstar Games have a reputation¿as a game-changing company. Their games are not only positioned as ground-breaking interventions in the games industry, but also as "authentic" histories of America and its excesses.By working at the intersection of historical game studies, U.S. history, and film and media studies, and combining analysis of Rockstar¿s major historical franchises and their marketing strategies, this book offers critical discussion of the company's attempts to create new narratives about U.S. history and culture through them. Esther Wright is Lecturer in Digital History at Cardiff University, Wales, UK, where she teaches and researches historical video games and their promotion.

Ylva Grufstedt investigates the role of counterfactuals in uses of history through game designers and through digital strategy games. It discusses the content, form and perspectives that define different types of counterfactuals in the context of game-making ¿ an effort to outline and detail the values and frameworks that shape the past in this popular media.

The fall of 2016 saw the release of the widely popular First World War video game Battlefield 1. Upon the game's initial announcement and following its subsequent release, Battlefield 1 became the target of an online racist backlash that targeted the game's inclusion of soldiers of color. Across social media and online communities, players loudly proclaimed the historical inaccuracy of black soldiers in the game and called for changes to be made that correct what they considered to be a mistake that was influenced by a supposed political agenda. Through the introduction of the theoretical framework of the 'White Mythic Space', this book seeks to investigate the reasons behind the racist rejection of soldiers of color by Battlefield 1 players in order to answer the question: Why do individuals reject the presence of people of African descent in popular representations of history?