Research Article

Reflections of art history instructors on an educational digital game: A narrative case study

Hulya Avci 1 * , Susan Pedersen 1 , André Thomas 2
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1 Department of Educational Psychology, Texas A&M University, College Station, TX, USA2 Department of Visualization, Texas A&M University, College Station, TX, USA* Corresponding Author
Journal of Digital Educational Technology, 4(1), 2024, ep2404,
Published: 16 January 2024
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The current paper is based on a large art-based project that aims to explore the art history instructors’ practice-based reflections on their adoption, implementation, and use of the educational video game, ARTè: Lumiére, which is an exploration game designed to enhance art history and art appreciation courses in the context of the birth of French Impressionism. The data were gathered from three art history instructors teaching in higher education through semi-structured interviews with a particular focus on reflection on their undergraduate students’ engagement and learning experience during the gameplay. Results indicate that there were four major emergent themes, including self-reflection, reinforcement of learning, Lumiére as a game changer, and overcoming the obstacles. Regarding the instructors’ reflections and experiences, we suggest that instructors’ presence during the gameplay and the game design process might have a significant impact on the students’ learning experience.


Avci, H., Pedersen, S., & Thomas, A. (2024). Reflections of art history instructors on an educational digital game: A narrative case study. Journal of Digital Educational Technology, 4(1), ep2404.


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