AHA Session 65
Medieval Academy of America 1
Medieval Academy of America 1
Friday, January 9, 2026: 8:30 AM-10:00 AM
Chicago Room (Palmer House Hilton, Fifth Floor)
Chairs:
Steven Bednarski, University of Waterloo
Andrew Moore, University of Waterloo
Andrew Moore, University of Waterloo
Participants will experience the VR game (played on iPads) and then engage in a semi-collaborative analog game.
Session Abstract
This workshop explores two innovative pedagogical approaches designed to teach the Middle Ages in ways that engage students through both digital and analog media. The first approach is a Virtual Reality (VR) game, developed as part of a larger interdisciplinary project that brings together medieval history, archaeology, ecology, and digital humanities to create an immersive, educational experience for elementary school children. By focusing on medieval environmental history, the game allows students to explore how medieval societies co-adapted with their natural environments, providing a hands-on way for them to experience climate change and cultural transformation through interactive gameplay. This VR tool not only introduces young learners to the Middle Ages but also offers a novel approach to integrating climate and environmental history into elementary curricula.
The second approach involves an analogue, semi-collaborative game designed for undergraduate students, which emphasizes active learning and collaborative problem-solving. In this game, players must balance the competing motives of self-interest and communal preservation as they navigate challenges related to mitigating environmental disaster during the Middle Ages. Students are tasked with making decisions that impact both their individual success and the collective survival of their medieval society, encouraging them to examine critically the historical complexities of environmental management, resource distribution, and societal cooperation. This game fosters teamwork, interdisciplinary skills, and a deeper understanding of the Middle Ages through experiential learning and historical role-play.
These two modes of delivery reflect a student-centered, equity-focused teaching philosophy that prioritizes active engagement, collaboration, and experiential learning. They aim to bridge the gap between traditional historical scholarship and modern pedagogical techniques, providing accessible and innovative ways for students to explore the complexities of the Middle Ages. By integrating both VR and analog games into the learning process, this workshop highlights the potential for creative, inclusive approaches to teaching medieval history in diverse educational settings.
The second approach involves an analogue, semi-collaborative game designed for undergraduate students, which emphasizes active learning and collaborative problem-solving. In this game, players must balance the competing motives of self-interest and communal preservation as they navigate challenges related to mitigating environmental disaster during the Middle Ages. Students are tasked with making decisions that impact both their individual success and the collective survival of their medieval society, encouraging them to examine critically the historical complexities of environmental management, resource distribution, and societal cooperation. This game fosters teamwork, interdisciplinary skills, and a deeper understanding of the Middle Ages through experiential learning and historical role-play.
These two modes of delivery reflect a student-centered, equity-focused teaching philosophy that prioritizes active engagement, collaboration, and experiential learning. They aim to bridge the gap between traditional historical scholarship and modern pedagogical techniques, providing accessible and innovative ways for students to explore the complexities of the Middle Ages. By integrating both VR and analog games into the learning process, this workshop highlights the potential for creative, inclusive approaches to teaching medieval history in diverse educational settings.
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