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.

中文翻译：

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本科教学与刺客信条

数字工具在考古学中被广泛用于挖掘、研究和结果交流。最近，很大程度上由于 COVID-19 大流行，课堂上这些资源的使用显着增加。许多教育工作者已经探索了使用数字游戏教授本科考古学课程，但大多数教师仍然认为这种媒体缺乏任何特定的教育价值。为了反驳这一结论，在本文中，作者探讨了将未修改的数字游戏整合到本科考古学课程中以激发批判性讨论的一些方法。她讨论了两种主要类型的游戏——概念模拟和现实主义模拟——以展示这些游戏如何帮助学生更好地理解考古解释的理论方法，并为不同的受众考虑最有效的考古重建形式。作者强调了她自己的教学经验刺客信条：起源为了展示使用这种媒体的好处和挑战，她在讨论中包括了学生对使用数字游戏的反应。提供学生作业示例和项目提示示例作为补充材料，以进一步鼓励在课堂上使用数字游戏。