Students immersed themselves in the daily lives of ancient Romans, taking on roles such as bakers, farmers, and miners, each contributing to the vibrancy of their urban and rural settings. Assistant Professor of Classics, Amy Oh, noted that while many envision ancient Rome through the lens of senators and historical figures like Julius Caesar, she aimed to spotlight the everyday individuals who constituted the backbone of society. “They didn’t get paid very much, but they were thriving, and they made up 99% of the population,” she emphasized.
In collaboration with Kate Manor, an environmental studies major, Oh discovered that the educational version of the popular video game Minecraft could serve as a dynamic medium for her class, The Romans in Their Environment. With Skidmore College holding the necessary licensing, the project was set in motion.
Building ‘Skidrome’
Students utilized their research on ancient Rome to construct a fictional town named ‘Skidrome’ within the game. This innovative approach represents just one of many initiatives at Skidmore where faculty leverage games and roleplay to enhance the learning experience.
After a traditional semester filled with readings and lectures, Oh transitioned into the “sandbox” phase during spring break, selecting a world to inhabit and preparing the groundwork for a new community. Each student crafted a backstory for their Roman character, collaborating on the Minecraft platform to begin the construction process, which involved extensive research on Roman urban planning and geography.
“Once we built the town, ‘Skidrome,’ we had a festival and invited members of the Skidmore community to explore it with us via Zoom,” Oh recounted. The event included political engagement within the game, featuring a debate and election for two administrative officials, alongside the simulation of a natural disaster.
“We did all this because the core of the course is for the students to think about everyday Romans and how they interacted with the world around them,” she explained.
The immersive nature of the gameplay fostered collaboration and provided students with a newfound sense of freedom. “Once we got into the game, I got to know the students in a way that I wouldn’t have in a normal classroom,” Oh shared. “I started hearing more from people I don’t normally hear from. When we took it into a game mode and I asked them to become a character, I got to see their creative side and the research they put into it. In the game world, they became suddenly very free to be their true online self.”
“It’s really interesting to get to know a whole other side of students.”
Oh also noted the open-ended nature of gameplay as a compelling teaching tool, granting students greater agency in shaping their experiences. She expressed enthusiasm for the insights gained through incorporating Minecraft into her curriculum and recognized its potential application across various disciplines.
“We have to meet the students where they are. They have this other mode of learning that we haven’t fully tapped into yet. We can do games in class, but this is a longer commitment. I’m excited about it,” she concluded.
