Using Videogames to Teach International Relations

Academics, pundits, and other commentators acknowledge the importance of videogames involving contemporary war. The U.S. military has used videogames to recruit and promote war efforts. Many argue whether violent first person shooter (FPS) and first person military shooter (FPMS) games are good or bad for society. Despite this discourse, few have observed the potential for videogames to affect players’ understandings of modern international affairs.Although videogames that can improve one’s understanding of international affairs often include some violent conflict, they are distinct from military-based games. These alternatives to FPMS games do not require players to fight or execute missions in the absence of strategic political alternatives such as a diplomatic solution, economic sanctions, or even surrender. The most elaborate games dealing with international relations have infinite outcomes, including the avoidance of war entirely, because the players are allowed to engage in completely legitimate, open-ended side negotiations. Although the games obviously have some predefined rules and boundaries, players can invent any solutions and implement any mutually agreeable arrangements they wish, such as forging an alliance that overrides the one-player-wins default scenario.Civilization (Civ) is a videogame that can facilitate learning about international affairs. Dr. Kimberly Weir and Dr. Michael Baranowski use Civ to teach a Diplomacy and Negotiation introductory course at Northern Kentucky University. The two professors write, “As players manage resources to develop their civilizations, establish diplomatic relations with other civilizations, strengthen trade relations, and engage in military and peace alliances, they become immersed in a simulated international system.”One of the benefits of games like Civ is the ability to mod, or modify, the game to fit many different purposes. For example, Dr. Edward Webb of Dickinson College modified Civ to help teach a course on the subject of empires in history, focusing on the European conquest of Mesopotamia. Dr. Webb was able to tailor aspects of the game to fit with his planned curriculum. Although modifying games can be expensive, time-consuming, and require technical expertise, the largest gaming communities support and share modification practices online. Moreover, this method is usually less expensive than developing a videogame from scratch.Papers, Please is another videogame with international affairs learning implications. Unlike Civ, Papers, Please is an indie game, meaning it was not produced by or affiliated with a major company. The single player assumes the role of an immigration officer in a Soviet-style fictional country. Although virtually all of the gameplay occurs from behind the immigration desk, the player must make tough choices. The main character deals with undocumented immigrants, terrorists, spies, human traffickers, smugglers, foreign dignitaries, and anti-government organizations—all while living in a repressive system where he might have to accept bribes to keep his family from starving.Papers, Please highlights both the importance of consular work and the uncertainties and political challenges underlying it. In one scenario, the player needs to decide whether to approve or deny the passage of a man who is rumored to intend to sell sex slaves. Being aware that situations are nebulous and involve many emotional, moral, and personal factors, players better understand contemporary debates in areas like illegal immigration, border security, counterterrorism, and human rights.It is important to note that the aforementioned games were not designed to train practitioners or academics. Their purpose is entertainment. This only adds to their value as a medium for helping the general public gain a better understanding of international affairs. After all, someone who does not tend to seek out educational resources can still benefit intellectually from games like Civ, even if he or she only purchased it for recreation. Entertainment videogames can educate far beyond the boundaries of the “educational videogame” genre’s target audience (usually schoolchildren), expanding their profitability for developers.Some critics argue that games do not have a lasting impact on players’ real lives. Yet, as Dr. Kyle Grayson of Newcastle University points out, the research shows otherwise:

“Video games are not numbing agents geared towards mindless pursuits. As Timothy Crick has argued, they are immersive, not just psychologically but also physiologically...They can bring otherwise dispersed individuals together by establishing a common goal or sense of purpose. As Jose P. Zagal has shown, they can produce ethical quandaries that require careful deliberation...If video games were unable to generate a sense of attachment and meaningful consequences for players within the world of the game, or even beyond, few would play them.”

Practitioners should recognize the merits of recreational videogames in the international affairs field. The successes of games such as Civ show how impactful they can be on players. After all, after the “Game Over” text flashes, the credits roll, and the screens power down, the players are all that remain.