Jordan is 13 and loves playing strategy and simulation games. Games like Civilization and Assassin’s Creed have sparked his interest in history more than any textbook ever has. He even started researching real events and cultures after playing. But when Jordan tells his teacher he learned something from a game, she frowns. "Games aren’t real education,” she says. “You need to focus on more reliable sources.” Jordan’s confused. He knows games aren’t always 100% accurate—but they made him care about learning in a way school never did. He starts to wonder: Is it wrong to trust what he learns from a game? Should he stop relying on them, even if they inspire him?
Jordan is 13, and school has never really been his thing. He gets decent grades, but sitting through lectures and memorizing facts just doesn’t excite him. What does excite him are video games—especially ones like Civilization VI, Assassin’s Creed, anything in a historical setting.
To most people, they're just games. But to Jordan, they’re a window into worlds he never cared about before. Civilization got him interested in ancient empires. Assassin’s Creed made him curious about the Renaissance, the American Revolution, and ancient Egypt. He started Googling real events, watching documentaries, even writing stories inspired by the time periods he explored in-game.
His parents are impressed that he’s finally showing a passion for learning—even if it’s not coming from school. But not everyone sees it the same way.
During history class one day, the teacher asks a question about the French Revolution. Jordan raises his hand, excited, and shares a fact he learned from a side quest in Assassin’s Creed Unity. Not only does he get to talk about video games at school, one of his favorite games just helped him do better in school!
The teacher pauses.
“That’s... interesting,” she says. “But remember, video games aren’t reliable sources. You shouldn’t be learning history from games.”
Some students laugh. Jordan shrinks in his seat.
He gets home feeling embarrassed—and a little angry. He knows games aren’t always perfectly accurate, but they made him want to learn more. Isn’t that what school is supposed to do? Still, he wonders… maybe his teacher’s right. Maybe games shouldn’t count as “real” learning.
Now Jordan’s stuck. Should he keep using games to explore new ideas and ask deeper questions, even if others don’t take it seriously? Or should he push that part of himself aside to focus only on textbooks and lectures—things that feel “real” but never inspired him the same way?
He opens his laptop and stares at his favorite game. Is he really just goofing around, or is there more substance here? Jordan isn’t sure if his teacher was right. If you were Jordan’s friend, how would you advise him?
Can video games be a real way to learn—or is Jordan just fooling himself?