I don’t usually write about gaming on this blog, seeing as how I have a whole other blog for just that purpose. When history and gaming interact, however, I do post about it here. And they interacted for me this past weekend, when I went to the UK’s largest miniature wargaming convention, Salute.
In addition to all the shopping and chatting to friends, I spent much of my time playing a game of Lion Rampant, a medieval wargame. We were refighting the Battle of Lodi Vecchio, a 1239 clash between Milanese crusaders and the inhabitants of the town of Lodi, backed by the forces of Holy Roman Emperor Frederick II. You can read a blog about the game’s development here.
The game was only part of a larger project being run out of the University of Edinburgh about gaming and history. They hosted a roundtable discussion last year, which got a write-up in Wargames Illustrated. You can read about that here.
This is a topic that comes up a lot — lots of historians are gamers, after all, and plenty of gamers are history buffs — and I think it’s interesting to see it explored. A lot of people think of gaming and history as sort of … putting some sugar on top of boring old history to get dumb kids interested in it, which I think a) doesn’t work, b) is kind of insulting and c) assumes that one part of the equation is the most important.
On the other hand, it clearly sort of works. Every year in my history class, I get one kid who is surprisingly knowledgeable about the military history of the ancient world. The first time this happened, I thought it was just weird but when it happened twice I realised that the kids were just big Total War fans. And although they get some funny ideas, they are genuinely pretty well-informed, so clearly something is working.
The other question that gets asked is whether we can use gaming to learn something about history, and here I’m a little more skeptical. Ultimately, simulations encode assumptions about reality, from kriegspiel to its digital descendants. The ideas is to teach people practical skills based on your real-world knowledge. But I don’t know how you take that and turn it into a research tool — creating the terms of the simulation requires provisional answers to the very questions you’re asking. I suppose you could just run a bunch of simulations with different assumptions and see how they come out differently, but even then I have some gut reservations about games as simulations.
I do actually use a simplified wargame in one of my history classes, but I’ve never used miniatures in it, if only because it would be a pain to transport them from class to class and I wouldn’t really have a place to put the map in one of my classrooms. Perhaps that will be different in the coming year? I would just need to paint some Turks and Egyptians.