2. Problem statement

2.1 Practical problem

On the games market there are dozens of games set in a historical setting. Today's young people play more computer games than they watch television. It can hardly be otherwise than that the imagery of historical events - at least in part - is shaped by those games. It is therefore justified to examine the problem more closely from a scholarly perspective.

2.2 Central research question

There are various games with a historical slant, and we focus on a few of them. We will analyse the historical accuracy of a number of games. The central research question is therefore: "Do historical computer games give a correct picture of history, and can they be used as a historical source?"

2.3 Topics and guiding questions

To be able to study the problem thoroughly, it is necessary to divide it into a number of sub-questions and topics. We will first devote attention to the problem of visualising history, in order to then establish the link between computer games and history. After that we also outline the evolution of the computer game; in other words, besides "history in computer games" we also describe "the history of computer games". We also look for an answer to the question: "do computer games have educational value?" Finally, we shed light on the historical representation in computer games.

2.4 Method

As an avid gamer I had a good deal of intuitive knowledge of the subject, but that was of course not sufficient to carry a thesis. My main work consisted of gathering all kinds of information through computer search systems. These often led me to books on the subject. My task was to process the information obtained in this way into a coherent summary.

2.5 Definitions and concepts

Before sound scientific research in the field of computer games can begin, the concept of "computer game" and related terms must be given a watertight definition. This thesis is regarded as a basic work on which further research can be based, and therefore serves first and foremost to establish these terms and their definitions. It will turn out, however, that establishing watertight definitions for the different kinds of computer games is not simple. Ten years ago or so, the various games could very easily be divided into certain categories. Nowadays this is no longer so easy: many of today's computer games use cross-genre principles, which makes categorising a lot more difficult.

2.5.1 The term ‘game’ (spel)

‘Play’ or ‘game’ (Dutch: spel), the sine qua non of games in general, comes in many forms and flavours. But what exactly is meant by the term? Van Dale's Groot Woordenboek der Nederlandse Taal defines the term as follows: "an activity for relaxation according to fixed rules, with elements such as imagination, competition, dexterity, insight and chance". A flag that covers many cargoes. Within the historical world, Johan Huizinga's now classic Homo Ludens remains one of the most important studies on the subject. He stated that civilisation "arises in and out of play, and never leaves it".^[12] Huizinga traces this broad description across various cultural sectors, and although he gives a number of fascinating (and sometimes contradictory) definitions of the term, his most concise one remains worth quoting: "Play is a voluntary activity or occupation carried out within certain fixed limits of time and place, according to rules that are freely accepted but absolutely binding, having its aim in itself and accompanied by a feeling of tension, enjoyment, and the awareness that it is ‘different’ from ‘ordinary life’.^[13] Huizinga managed to formulate four elements that something must satisfy in order to be regarded as play:

Play is a free, spontaneous activity: In play, the player is his own referee, spectator and opponent. There is therefore a weak division of roles: now this role, then another. In sport this is more organised and everyone keeps his role. Spontaneous children's play thus comes from the children themselves; the rules of the game and its course are not imposed from above (by adults).
The game proceeds according to freely chosen, but thereby binding rules: Once a game has started, with self-chosen or traditionally handed-down rules, one may no longer deviate from them. Although a child's imagination seems endless, the rules are nevertheless treated in a very conservative manner. Especially in games with more than one player, it is not acceptable to sin against this rule.
The game must take place within certain temporal and spatial limits: The beginning and end of the game are thus determined, as is the place where the game takes place. The game involves only local groups. Sport, by contrast, is universal, and external matters, such as money, often come into play. (Playing is not a state of being, but a well-defined activity with a purpose.)
The aim of the game is the activity itself: A child plays a game purely for the enjoyment that the activity of ‘playing’ brings with it.

It may be interesting to see how the Toy Museum (Speelgoedmuseum) in Mechelen has managed to cast all this into one definition, which is incorporated in the museum's policy paper:

Play is a spontaneous form of activity, prompted by desire and pleasure and in a relaxed, unforced manner; a way of dealing with something or someone without explicit motives or purposes.

^[14]

One more nuance must be made in all this. An activity in which the person does not have to take any physical or mental initiative is not regarded as play. Watching TV is consequently not a game.

Later in this thesis I will return to Huizinga's definition (see 4.6.2 Homo Ludens).

2.5.2 The term ‘computer game’ or - in jargon - ‘game’

Throughout this thesis I have used the term ‘computer game’ for all kinds of software-based forms of recreation, including video games, PC games, military simulations and "arcade" consoles (funfair consoles).

To define the term computer games, we call on Pieter van der Hijden.^[15] To support his definition he quotes Grunfeld:

Games are as old as humanity. This form of entertainment exists everywhere in the world: participants enter into it voluntarily and, within a set of rules, try to achieve a certain goal. As a rule there is also something to be learned from games, if only dexterity or the tactical insight needed to outpace or outwit an opponent.^[16]

A characteristic of games is that they are generally not a solitary affair: the players operate from an adapted frame of reference, experiment with behaviour, run up against the rules, receive feedback from one another and can experiment with new behaviour. Games are thus not only a form of entertainment, but can also be a form of communicating, exploring, experimenting and learning.

Computer games have all these properties, but apply them in a virtual world in which the player can express himself freely, without causing harm or inconvenience to the real world. (See also 4.4 Educational value of computer games on the common characteristics that every computer game meets)

2.5.3 The nature of the medium^[17]

Various forms of interactive entertainment are described as "computer game" ("video game" is also often used in the same way). Nomenclature aside, one has to include a variety of formats.

Games:

are distributed or released as software or as a game cartridge
work via coins in machines, or via electronic devices, or are downloaded or played entirely over networks
the machines or "platforms" for these games include computers, arcade consoles, television consoles, handheld devices, PDAs, mobile phones, etc.
some games are purely "text-based", others rely heavily on "graphics"
some are "single-player", others "multi-player" experiences
some proceed according to a "narrative", others count on fast reactions
etc.

Computer games are software, but not all games are played on computers in the conventional sense. The first game consoles (Pong) were products of television technology (nowadays most console games are digitised and software-based). It is clear that an enormous diversity lies hidden under the term "computer game". A console is a video system for home use. Players attach "controllers" to the console, which in turn is connected to the television. The latest consoles usually have more sophisticated graphics than the latest "handheld" systems. Examples of consoles are the GameCube, PlayStation 2 and the Xbox.

‘Handheld’ systems are portable gaming systems. They are usually light and run on batteries. The GameBoy and GameBoy Advance are examples of handheld consoles.

2.5.4 Game types

Like Connie Veugen^[18] and Lee Sheldon^[19] I agree with the idea that in the field of computer games it is better to speak of game types rather than genres. We deliberately choose the term type to avoid confusion. Genre could otherwise be confused with the term genre in films, for example science fiction. A game can thus, for example, be a "shooter" as its type, with science fiction as its genre. For a discussion of the various game types I refer to Chapter 4, specifically to 4.2 Game types.

2.6 Questions for further research

It would be interesting to carry out a survey among young people to find out to what extent games influence their view of, for example, the Roman Empire, the Second World War and so on.
I have summarised relevant questions about computer games in an FAQ list (in which, incidentally, I refer to relevant literature), which has been added as an appendix.^[20]

[12] Huizinga (J), Homo Ludens, Haarlem, 1938, p. 173.

[13] Op. cit., p. 28

[14] See CD-ROM "Wetenschappelijk onderzoek van het spelgedrag van kinderen en jongeren vroeger en nu" [Scientific research into the play behaviour of children and young people then and now], published by Speelgoedmuseum Mechelen VZW with the support of the Flemish Government and the Belgian Toy Federation.

[15] van der Hijden (P.), ‘Trend: gaming/simulation’, Informatie. Tijschrift voor informatieverwerking, April 2005. Pieter van der Hijden is co-founder and secretary of SAGANET, Simulation and Gaming Association - The Netherlands.

[16] Grunfeld (F.V.), Games of the world; How to make them, how to play them, how they came to be, Swiss Committee for Unicef, 1982 (the quotation above is a translation of the Dutch text quoted by van der Hijden)

[17] For a number of specific terms see Appendix 1: Games glossary.

[18] Study day ‘Game Over: Games en Geschiedenis’ [Games and History], Leiden, 31 March 2006

[19] Sheldon (L.), Character Development and Storytelling for Games, Thomson Course Technology, Boston, 2004, p. XIII.

[20] See Appendix 2: Computer game FAQs.