Empathy and Historical Learning in Assassin’s Creed Valhalla Discovery Tour

Hiriart, Juan

Abstract

This chapter explores the integration of empathy and historical learning in Assassin’s Creed Valhalla Discovery Tour (VDT). By introducing mission quests in VDT, the game establishes empathic connections between players and historical characters, presenting new educational opportunities in the classroom. The paper argues that this engagement can lead to a deeper understanding of the everyday lives, beliefs, and motivations of people from the past, moving beyond simplistic explanations. To effectively engage learners, VDT must evoke cognitive and emotional investment in the characters and their narratives. The paper suggests enhancing the experience by providing more extensive character background stories, presenting alternative courses of action, and portraying social relations in a nuanced manner. In light of these considerations, the chapter proposes a sequential model for using VDT in history classrooms, encouraging students to treat the game as a historical document and research space.

Citation

Hiriart, J. (2023). Empathy and Historical Learning in Assassin’s Creed Valhalla Discovery Tour. In E. Champion, & J. F. H. Vera (Eds.), Assassin’s Creed‹ in the Classroom, History’s Playground or a Stab in the Dark? (133--150). De Gruyter. https://doi.org/10.1515/9783111253275-007

• Online Publication Date: Dec 18, 2023
• Publication Date: Dec 18, 2023
• Deposit Date: Dec 8, 2023
• Publicly Available Date: Dec 19, 2024
• Publisher: De Gruyter
• Pages: 133--150
• Series Title: Video Games and the Humanities
• Series Number: 15
• Series ISSN: ISSN: 2700-0400, e-ISSN: 2700-0419
• Book Title: Assassin’s Creed‹ in the Classroom, History’s Playground or a Stab in the Dark?
• Chapter Number: 6
• ISBN: 9783111253275
• DOI: https://doi.org/10.1515/9783111253275-007
• Keywords: Empathy, history, game-based learning, game design, Assassin’s Creed
• Publisher URL: https://doi.org/10.1515/9783111253275-007