Beyond the “Historical” Simulation: Using Theories of History to Inform Scholarly Game Design.
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The authors of this paper present a case for a gamic mode of history that focuses on the construction of the historical narrative via procedural rhetoric. The gamic mode of history presented in the paper maintains the constructionist epistemologies and explanatory narratives for the creation of reasonably justifiable truths found in many current text based works of scholarly history. It maintains them yet changes the mode to an interactive digital form where the reader explorers the historical argument through meaningful decision making and play. This paper establishes that the epistemologies of constructionist history are not mode dependent which allows for a change of mode without a change in epistemology. This is different from some other recent explorations of digital forms of history where in the pursuit of historical accurate reconstructions of the past researchers fail to address how we construct knowledge about the past, or assume that how we know the past much change with the mode of expression. It is suggested by this paper that in the gamic mode it is not the historical past and accepted epistemologies one should reconstruct, but simply the mode of the historical narrative about the past.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it