This article results from collaboration with the Center for Research of Teaching Excellence at the University of California, Merced (UCM) and is part of the Guidebook Project, a teaching guidebook funded by FIPSE (US Department of Education Fund for the Improvement of Post-Secondary Education) and coordinated by Anne Zanzucchi (associate director of the Merrit Writing Program and assessment coordinator at the University of California, Merced). We are indebted to Anne for her tireless guidance. She supervised the project, helped in the design of the application, and provided us with continuous feedback during the writing of this article. We are especially grateful to her for the learning opportunity derived from the guidebook project.

Our deepest gratitude goes also to Virginia Adan Lifante (Coordinator of the Spanish Language Program at the University of California, Merced) and Laura Martin (Coordinator of Institutional Assessment, Office of Academic Affairs, University of California, Merced), our mentors for the guidebook project, for their feedback and encouragement for this study.

We would like to thank Maurizio Forte (professor of World Heritage at UCM), director of the Çatalhöyük 3D Dig Project, who allowed us to use the data collected during the fieldwork for educational purposes.

Special thanks go also to the Çatalhöyük research project director, Ian Hodder (Dunlevie Family Professor in the Department of Anthropology at Stanford University, and Director of the Stanford Archaeology Center), and field director & project coordinator, Shahina Farid (London University College), who welcomed us to an inspiring research environment at Çatalhöyük.

Our deepest gratitude goes to the other dedicated members of the Çatalhöyük 3D dig project team, Carlos Bazua Morales, Justine Issavi, Julia Kline, Llonel Onsurez, and Jonathan Wang, for their extraordinary talent and their fellowship.

We are also grateful to Holley Moyes (assistant professor of Anthropology at UCM), who allowed us to test the 3D virtual application in her classroom, and professor Kathleen Hull (assistant professor of Anthropology at UCM), who shared with us the teaching material that she designed for her archaeology introductory courses.

Last, but not least, we would like to thank Beth Hernandez-Jason (PhD candidate in World Cultures/Literature at the University of California Merced) for providing feedback on this article before its final submission, and Justin L. Matthews (PhD candidate in Cognitive and Information Science at the University of California, Merced) for his valuable help in undertaking the statistical part of this study.


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