The art history survey course has been recognized as problematic with regard to its lack of innovation and adaptation to educational trends and the evolving landscape of college-level learners.
While Yavelberg’s recent dissertation provided broad insight into the faculty perceptions of the course and its outcomes, there has been little effort to gain a researched perception of the course by students.
The researches wanted to know: what type of game will students create that satisfies student desires for engagement and instructor demands for improved learning outcomes? What insight will this process provide us about our students in the art history survey class?
The study did allow great insight into student perceptions and the challenges of educational game design for individuals who have experience with traditional games.