Learning with Archaeogaming? A study based on student feedback
Student Feedback on Archaeogaming: Perspectives from a Classics Classroom
Recommendation: posted 13 November 2023, validated 14 November 2023
Hageneuer, S. (2023) Learning with Archaeogaming? A study based on student feedback. Peer Community in Archaeology, 100391. 10.24072/pci.archaeo.100391
This paper (Stephan 2023) is about the use of video games as a pedagogical tool in class. Instead of taking the perspective of a lecturer, the author seeks the student’s perspectives to evaluate the success of an interactive teaching method at the crossroads of history, archaeology, and classics. The paper starts with a literature review, that highlights the intensive use of video games among college students and high schoolers as well as the impact video games can have on learning about the past. The case study this paper is based on is made with the game Assassin’s Creed: Odyssey, which is introduced in the next part of the paper as well as previous works on the same game. The author then explains his method, which entailed the tasks students had to complete for a class in classics. They could either choose to play a video game or more classically read some texts. After the tasks were done, students filled out a 14-question-survey to collect data about prior gaming experience, assignment enjoyment, and other questions specific to the assignments.
The results were based on only a fraction of the course participants (n=266) that completed the survey (n=26), which is a low number for doing statistical analysis. Besides some quantitative questions, students had also the possibility to freely give feedback on the assignments. Both survey types (quantitative answers and qualitative feedback) solely relied on the self-assessment of the students and one might wonder how representative a self-assessment is for evaluating learning outcomes. Both problems (size of the survey and actual achievements of learning outcomes) are getting discussed at the end of the paper, that rightly refers to its results as preliminary. I nevertheless think that this survey can help to better understand the role that video games can play in class. As the author rightly claims, this survey needs to be enhanced with a higher number of participants and a better way of determining the learning outcomes objectively. This paper can serve as a start into how we can determine the senseful use of video games in classrooms and what students think about doing so.
The recommender in charge of the evaluation of the article and the reviewers declared that they have no conflict of interest (as defined in the code of conduct of PCI) with the authors or with the content of the article. The authors declared that they comply with the PCI rule of having no financial conflicts of interest in relation to the content of the article.
Department of Religious Studies and Classics, University of Arizona
Reviewed by Jeremiah McCall, 06 Nov 2023
Reviewed by anonymous reviewer 1, 19 Oct 2023
Evaluation round #1
DOI or URL of the preprint: https://doi.org/10.5281/zenodo.8221602
Version of the preprint: 1
Author's Reply, 11 Oct 2023
Decision by Sebastian Hageneuer, posted 17 Sep 2023, validated 18 Sep 2023
Although the article heads in a good direction and is in itself an interesting study, some points the reviewers made have to be adressed. Both reviewers agree, that the study has some inconsistencies that need to be adressed or clarified. The reviews describe these inconsistencies in detail and I do not need to repeat them here. I would urge the author to take them as constructive as they are meant to refine the article into a newer version. The paper is an important contribution to the area of Archaeogaming and refining it can only make it better.