The field of interdisciplinary art education, particularly through digital game-based learning, lacks empirical research on the art learning process and the competencies gained along the process. To address this research gap, this study collects data through experiment and post-experiment interviews from 20 science and engineering college students who participated in a 1-month digital game-based art learning program. The findings reveal three learning process cycles involved during art educational digital gameplay, namely the game action cycle, the experiential learning process cycle, and the game response cycle. Throughout the three process cycles, 29 learning outcomes were identified based on students’ gameplay experiences. These outcomes are then categorized into three themes, including enhanced self-management, enhanced learning experience, and refinement of proprioceptive competencies. Overall, this study highlights the digital learning process in the context of interdisciplinary art education and emphasizes the importance of valuing the outcomes gained from digital game-based learning in art education.

中文翻译：

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通过艺术数字游戏学习（DGBL）进行跨学科艺术学习：评估理工科学生的学习成果和过程

跨学科艺术教育领域，特别是通过基于数字游戏的学习，缺乏对艺术学习过程和在此过程中获得的能力的实证研究。为了弥补这一研究空白，本研究通过实验和实验后访谈收集了 20 名参加为期 1 个月的数字游戏艺术学习项目的理工科大学生的数据。研究结果揭示了艺术教育数字游戏过程中涉及的三个学习过程周期，即游戏动作周期、体验式学习过程周期和游戏响应周期。在这三个流程周期中，根据学生的游戏体验确定了 29 项学习成果。然后将这些成果分为三个主题，包括增强自我管理、增强学习体验和完善本体感受能力。总体而言，本研究强调了跨学科艺术教育背景下的数字学习过程，并强调了重视艺术教育中基于数字游戏的学习所获得成果的重要性。