Facts or fiction? Exploring the potential of <i>The Great Zimbabwe</i> board game as a pedagogical tool for African archaeology and recent history

Research from Educational Technology Research and Development (International) examines 'The Great Zimbabwe' board game as a pedagogical tool for teaching African archaeology and history. The study analyzes the game's design, mechanics, artwork, and player experience, concluding that it effectively embeds historical references within its economy-driven gameplay. The game's depiction of economic interdependence, religious pluralism, and political complexity mirrors aspects of ancient African civilizations, highlighting the potential of analog games in educational contexts.

Why it matters

This analysis underscores the evolving landscape of educational methodologies, particularly the integration of non-traditional formats like board games for historical and archaeological instruction. It highlights the strategic value of critically assessing how popular media reinterprets and commodifies historical narratives, which can impact public understanding and engagement with complex subjects.

Key insights

• The board game 'The Great Zimbabwe' (2021) is identified as a potential pedagogical tool for African archaeology and recent history.
• Digital and analog games are increasingly significant in 21st-century storytelling, influencing how the past is represented and commodified.
• The game's design, mechanics, artwork, and player experience contribute to its capacity to construct and transmit knowledge about ancient African civilizations.
• Historical references are integrated into the game's economy-driven gameplay model.
• Gameplay elements such as managing craftsmen, worshipping deities, trading cattle, and building monuments reflect economic interdependence, religious pluralism, and political complexity of the historical period.

Source

Educational Technology Research and Development — https://link.springer.com/article/10.1007/s11423-026-10690-3