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

Hulya Avci; Susan Pedersen; André Thomas

doi:10.30935/jdet/14116

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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

Abstract

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.

Keywords

art history
educational games
higher education
teachers
impressionism

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

Journal of Digital Educational Technology, Volume 4, Issue 1, January 2024, Article No: ep2404

https://doi.org/10.30935/jdet/14116

Publication date: 16 Jan 2024

Article Views: 3379

Article Downloads: 2786

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How to cite this article

APA

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. https://doi.org/10.30935/jdet/14116

Vancouver

Avci H, Pedersen S, Thomas A. Reflections of art history instructors on an educational digital game: A narrative case study. Journal of Digital Educational Technology. 2024;4(1):ep2404. https://doi.org/10.30935/jdet/14116

AMA

Avci H, Pedersen S, Thomas A. Reflections of art history instructors on an educational digital game: A narrative case study. Journal of Digital Educational Technology. 2024;4(1), ep2404. https://doi.org/10.30935/jdet/14116

Chicago

Avci, Hulya, Susan Pedersen, and André Thomas. "Reflections of art history instructors on an educational digital game: A narrative case study". Journal of Digital Educational Technology 2024 4 no. 1 (2024): ep2404. https://doi.org/10.30935/jdet/14116

Harvard

Avci, H., Pedersen, S., and 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. https://doi.org/10.30935/jdet/14116

MLA

Avci, Hulya et al. "Reflections of art history instructors on an educational digital game: A narrative case study". Journal of Digital Educational Technology, vol. 4, no. 1, 2024, ep2404. https://doi.org/10.30935/jdet/14116