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Abstract
Through a critical analysis of a course entitled "Nonviolent Activism in Modern Asia," this article discusses the use of educational games, which are set in the past and assign students specific roles and tasks informed by primary sources, as an interactive pedagogy in teaching history. It argues that incorporating games into history courses with international, cross-cultural and comparative foci can not only arouse students' interest in the subject matter, but also make them aware of the contingency of history.
Introduction
The wars of the twentieth century and, thus far, of the twenty-first have been "total wars," exhausting huge ...