Undergraduate Teaching and Assassin's Creed

Discussing Archaeology with Digital Games

Datos Bibliográficos

ID13085508
AutoresCaroline Arbuckle Macleod (0000-0002-0737-0851, University of British Columbia, autor de correspondencia)
Año2021
Volumen9
Número2
Páginas101-109
Fecha de publicación2021-04-23
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaAdvances in Archaeological Practice (JOURNAL)
Identificadores de la revistaISSN: 2326-3768 • E-ISSN: 2326-3768
EditorialCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/aap.2021.1
OpenAlexW3165110289
IdiomaEN
Citas recibidas2
Referencias citadas20

Digital tools are widely used in archaeology for excavation, research, and communication of results. Recently, due in large part to the COVID-19 pandemic, there has been a significant increase in the use of these resources in the classroom. The use of digital games for teaching undergraduate archaeology courses has been explored by a number of educators, but the majority of instructors continue to see this medium as lacking any particular educational merit. To combat this conclusion, in this article, the author explores some of the ways that unmodified digital games can be integrated into undergraduate archaeology courses to inspire critical discussions. She discusses two main types of games—conceptual simulations and realist simulations—to show how these can help students better understand theoretical approaches to archaeological interpretation and to consider the most effective form of archaeological reconstructions for different audiences. The author highlights her own experiences teaching with Assassin's Creed: Origins to show the benefits and challenges of working with this medium, and she includes student responses to the use of digital games in discussions. An example of a student assignment and an example of a project prompt are provided as supplemental materials to further encourage the use of digital games in the classroom

Archaeology · Art · Creed · Excavation · Interpretation (philosophy · Mathematics education · Pedagogy · Sociology · Visual arts · Computer Science · Digital Games and Media · Educational Games and Gamification · History · Museums and Cultural Heritage · Philosophy · Psychology