From playing to designing: War games and historical-political learning in Austria

Abstract

War is a highly relevant topic in contemporary society, youth culture, and history education. At the same time, digital games have become an important part of historical culture, including representations of war and violence. This article examines their significance for history and civic education in Austria. It argues that, despite clear curricular requirements, digital games have so far played only a marginal role in Austrian classrooms. Research further suggests that commercial war games often privilege combat, soldierly agency, and immersive battle experience, while neglecting civilian perspectives, war crimes, and broader social contexts. Against this background, the article discusses the co-constructive development of digital games with students as an alternative didactic approach. Such a model may foster multiperspectival historical-political learning, strengthen critical engagement with historical culture, and connect historical meaning-making with media education and basic digital education.