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Student Feedback on Archaeogaming: Perspectives from a Classics Classroomuse asterix (*) to get italics
Stephan, RobertPlease use the format "First name initials family name" as in "Marie S. Curie, Niels H. D. Bohr, Albert Einstein, John R. R. Tolkien, Donna T. Strickland"
<p>This study assesses student feedback from the implementation of Assassin’s Creed: Odyssey as a teaching tool in a lower level, general education Classics course (CLAS 160B1 - Meet the Ancients: Gateway to Greece and Rome). In this course, which ran in Fall 2021, students were given the option to choose either a video game-based assignment sequence or a traditional reading response assignment sequence. Both assignment sequences required similar acitivities and output: reading primary and secondary source literature, reflecting on a question prompt, and writing an essay in response to the prompt. The primary difference was that students who opted for the video game sequence also completed a series of tasks within the video Assassin’s Creed: Odyssey. After the course, students were provided with short quantitative and qualitative survey in which they could reflect upon their learning experience, and these results were then compared between the students who opted for the video game-based assignment sequence and the more traditional assignment sequence. Preliminary results show that students who opted for the video game assignment sequence gave, on average, high ratings with regard to their enjoyment of the course assignments and with regard to the amount of learning they felt they achieved. This suggests that the implementation of video game-based pedagogy may be a useful strategy for history, archaeology, and classics courses in the future. Caution is urged, however, due to the small sample size, the non-random sampling strategy, and the lack of objective learning outcome measurement.</p> should fill this box only if you chose 'All or part of the results presented in this preprint are based on data'. URL must start with http:// or https://
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video games; archaeogaming; pedagogy; online education; digital humanities; case study
NonePlease indicate the methods that may require specialised expertise during the peer review process (use a comma to separate various required expertises).
Antiquity, Classic, Mediterranean
Matthew Barr, University of Glasgow (, Robert Bryant, University of Pennsylvania (, Jeremiah McCall, Cincinnati Country Day (, Lisa Gilbert, Washington University in St Louis (, Angus Mol, University of Leiden (, Matthew Barr [] suggested: Dr Jane Draycott No need for them to be recommenders of PCIArchaeology. Please do not suggest reviewers for whom there might be a conflict of interest. Reviewers are not allowed to review preprints written by close colleagues (with whom they have published in the last four years, with whom they have received joint funding in the last four years, or with whom they are currently writing a manuscript, or submitting a grant proposal), or by family members, friends, or anyone for whom bias might affect the nature of the review - see the code of conduct
e.g. John Doe []
2023-08-07 16:45:31
Sebastian Hageneuer
Anonymous, Jeremiah McCall