Computer-aided simulations can be utilized to achieve a key goal of historical education: empowering historical competencies.
Many scholars have dedicated themselves to this topic. For example, Pandel [1, pp. 235-250] states that simulations enable learners to explore the options available to people in specific historical situations and to evaluate whether the decisions made were rational, purposeful, promising, or doomed to fail from the start. [ibid, p. 242] discusses simulation of 30. January 1933 and presents six scenarios of historical developments.
Turchin [2] discusses historical dynamics in order to get better understanding of historical processes. [ibid, p. 6] states that (agent-based) simulation is "...a very powerful tool for investigating emerging properties of a society consisting of individuals who are assumed to behave in a certain way..."
This discussion is devoted to the purpose of gathering information to develop software for simulating historical events.
References
1. Pandel H-J (2024) Geschichtsdenken: Grundzüge einer fachspezifischen Methodik. Forum historisches Lernen. Wochenschau Verlag, Frankfurt am Main. pp. 235-251.
2. Turchin P (2018) Historical dynamics: Why states rise and fall. Princeton studies in complexity. Princeton University Press, Princeton, N.J., Oxford.
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