From Blocks to Artefacts: Exploring the Potential of Minecraft Education Edition in Archaeological Pedagogy.
Background: In the dynamic landscape of higher education, innovation through gamification has emerged as a successful approach to enhance student learning and motivation. Archaeological studies have particularly benefited from innovative pedagogy, as traditional teaching methods often struggle to en...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 3; pp. 1 - 20 |
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| Autores principales: | , |
| Formato: | clinical trial pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=185452195&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 185452195 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2025 vid: 41 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 185452195 185452195 185452195 10.1111/jcal.70054 185452195 ppf: 1 ppct: 19 formats: tig: atl: From Blocks to Artefacts: Exploring the Potential of Minecraft Education Edition in Archaeological Pedagogy. aug: au: Jiménez‐Puerto, Joaquín Gallello, Gianni affil: Department of Prehistory, Archaeology and Ancient History (PREMEDOC Research Group), University of Valencia, Valencia, , Spain sug: subj: Anthropology Education Artifacts Teaching Methods Student Attitudes Outcomes of Education Human Male Female Adult Multimethod Studies Clinical Trials One-Way Analysis of Variance Comparative Studies Semi-Structured Interview Paired T-Tests Factor Analysis Pretest-Posttest Design Post Hoc Analysis Thematic Analysis Spain Feedback Learning Environment Adult: 19-44 years Male Female ab: Background: In the dynamic landscape of higher education, innovation through gamification has emerged as a successful approach to enhance student learning and motivation. Archaeological studies have particularly benefited from innovative pedagogy, as traditional teaching methods often struggle to engage younger generations. Aims: To evaluate the effectiveness of Minecraft Education Edition (MEE) in teaching archaeological stratigraphy principles to History students, particularly when traditional fieldwork is not feasible. Sample: Third‐year History students (n = 74) at the University of Valencia (Spain), participating in the "Recent Universal Prehistory" course. Method: A mixed‐methods approach implementing both traditional teaching and MEE‐based instruction. Student learning was assessed through pre‐test, inter‐test, and post‐test evaluations, complemented by qualitative feedback analysis. Results: Implementation of MEE demonstrated significant improvement in students' understanding of stratigraphic principles. The integration of technology and immersive experiences effectively bridged the gap between theory and practise, providing an interactive and experiential learning environment. Conclusions: MEE proves to be an effective educational tool for teaching archaeological stratigraphy, particularly valuable when traditional fieldwork is not feasible. This innovative approach revitalises the teaching of crucial archaeological skills while providing a more engaging learning experience. pubtype: Academic Journal doctype: clinical trial pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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