CAA 2023: Robert Stephan

Student Feedback on Archaeogaming: Perspectives from a Classics’ Classroom

The preliminary results from this study align well with previous studies on the use of video games as teaching tools, especially the conclusion that students appear to find video games as useful for building interest in and satisfaction with the course (Mol et al. eds. 2017). Clark et al’s 2016 meta-analysis, for example, noted similar trends with student feedback with regard to these characteristics. One of the major directions moving forward would be to test the impact of video game integration on the actual achievement of student learning outcomes, rather than student perceptions of learning. Slobodan et al. 2021’s study suggests that this may, indeed, produce similar
results, but running a similar study using these assignments would be a useful next step. Finally, given the substantial difference in gaming experience within the two groups of this study, it would be useful assess the way in which students who do not regularly play video games respond to video game-based assignments. There is certainly room for far more robust research on the topic. The preliminary results of this study, however, suggest that integrating gaming into the history classroom has the potential to dramatically impact students’ perceptions of both enjoyment and learning of the course material.

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