Date of Award
Spring 5-8-2026
Document Type
Research Paper
Degree Name
Master of Arts in Education (MAED) in Art Education
Department
Art & Design
Instructor
Dr. Christopher M. Strickland
Program Advisor
Dr. Christopher M. Strickland
Keywords
rt education, digital games, visual culture, online learning, qualitative research
Abstract/Description
This qualitative study examined how traditional art foundations are reflected in student-created digital game projects developed within an online learning environment. As digital game-making becomes increasingly prevalent in art education, students engage in complex, visual decision-making that extends beyond technical execution. Through the analysis of student digital game artifacts, this study explored the presence of foundational art concepts, such as composition, color, spatial organization, visual hierarchy, and visual culture. Using a constructivist qualitative approach and visual artifact analysis, the study identified patterns in how art foundations were applied within online learning contexts.
Findings indicate that while art foundations were consistently present, their application was often implicit and varied in effectiveness. Students demonstrated the ability to implement visual elements; however, these elements were not always used intentionally, suggesting a gap between procedural completion and conceptual understanding. This study also found that curriculum structure, platform complexity, and the online learning environment influenced student outcomes, with students frequently prioritizing functionality over aesthetic refinement. These findings highlight the need for more explicit integration of art foundations and greater emphasis on iterative design processes in digital curricula.
Recommended Citation
John, I. (2026). Art Foundations in Student Digital Game Projects Within Online Learning. [Master’s thesis, University of Nebraska, Kearney]. OpenSPACES@UNK.