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Simulating Terror: An Affective Empathy Approach

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  • Hugh O’Donnell

    (Port Glasgow High School, Port Glasgow, Inverclyde, Scotland, UK)

Abstract

Historical education often prioritises factual narratives over the emotional dimensions of past experiences. This paper explores how historically-structured board games, particularly The Troubles, foster affective empathy — an emotional connection to historical actors and events. By analysing game mechanics, components, narrative framing, and player engagement, this study demonstrates how board games can challenge players to confront moral ambiguity, power dynamics, and the human cost of conflict. The paper argues that historically-structured board games serve as powerful pedagogical tools, supplementing traditional history education by making emotional realities more significant and efficacious.

Suggested Citation

  • Hugh O’Donnell, 2025. "Simulating Terror: An Affective Empathy Approach," Art and Society, Paradigm Academic Press, vol. 4(7), pages 1-25, August.
    • Handle: RePEc:bdz:arasoc:v:4:y:2025:i:7:p:1-25
    DOI: 10.63593/AS.2709-9830.2025.08.001
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