Gamifying Historical Narratives Conceptualizing Interactive Storytelling for Regional History Education and Social Futures

Abstract

Background: Traditional history education often relies on passive memorization, leading to disengagement and a lack of critical historical reasoning among digital-native learners. Purpose: This paper examines the pedagogical potential of game-based learning and interactive storytelling to transform history education. Specifically, it introduces Intre-Story, a digital platform concept designed to present history as an evolving, multi-perspective narrative while exploring its application in regional contexts like Kashmir. Methods: Utilizing a qualitative case study and document analysis approach, this study evaluates existing commercial and educational games (Assassin’s Creed Discovery Tour, Sid Meier’s Civilization, and Duolingo) across key instructional dimensions, anchored in structural SEM frameworks (Self-Determination Theory, Flow Theory, Transformational Play). Findings: Results demonstrate that interactive storytelling and structural frameworks foster deep conceptual engagement, historical empathy, and critical thinking. Implications: The paper provides a comprehensive theoretical and structural equation modeling (SEM) framework for integrating gamification into formal curricula, emphasizing its role in preserving underrepresented regional histories, bridging equity gaps in government schools, and preparing learners for complex social futures.