Cultivating self-directed learning in history education: Integrating Age of Empires III as a game-based learning tool
Cultivating self-directed learning in history education: Integrating Age of Empires III as a game-based learning tool

Summary/Abstract: The integration of game-based learning (GBL) in higher education offers innovative ways of engaging students and promoting self-directed learning (SDL). This study explores the impact of using Age of Empires III, a historical real-time strategy game, to enhance SDL and historical understanding among third-year history education students at two South African universities. The study follows a mixed-methods approach, combining a quasi-experimental design with pre- and post-test assessments and a qualitative survey. Quantitative data were collected using the Self-Directed Learning Instrument (SDLI), while qualitative data were obtained through an open-ended post-intervention questionnaire.Findings from the quantitative analysis revealed modest but positive improvements in self-monitoring and planning skills among students in the intervention group compared to the control group, with a medium effect size observed for self-monitoring (Cohen’s d = 0.22). Qualitative data highlighted the game’s role in enhancing engagement and motivation, with students reporting that the immersive gameplay and opportunity for role-playing deepened their understanding of historical concepts related to colonial expansion, trade and diplomacy. Critical thinking, goal-setting and reflective practices were among the most frequently mentioned SDL skills developed during the project. However, students also identified several challenges, including the complexity of the game’s mechanics and unequal access to technology, which limited participation for some. Despite these challenges, students generally considered Age of Empires III to be a valuable educational tool and recommended its continued use alongside traditional teaching methods in a blended learning approach. The study concludes that integrating historical simulation games can promote SDL and enrich history education by providing students with interactive, context-rich learning experiences. Future research should explore strategies for addressing the identified challenges and further aligning game-based learning with curriculum objectives to maximize its impact.

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