From Blocks to Artefacts: Exploring the Potential of Minecraft Education Edition in Archaeological Pedagogy

Abstract

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.