The digital game-based learning process in visual arts teacher education: The case of Minecraft

This study aims to analyze the processes and experiences of visual arts pre-service teachers in integrating Minecraft Education Edition into visual arts courses. The research was conducted using the action research method. Participants were selected through voluntary and purposive sampling methods. The study group consisted of 26 visual arts pre-service teachers enrolled in the Art Education Program of a state university's Faculty of Education located in the Mediterranean Region during the 2023–2024 academic year. During the implementation process, participants developed original lesson activities on Minecraft ES based on selected visual arts curriculum outcomes. The implementation followed a cyclical model involving planning, acting, observation, and reflection stages. Each cycle was revised based on the outcomes of the previous one, supporting the evolving and dynamic nature of the research process. Participants completed varying numbers of cycles depending on time limitations, evaluation-based replanning, and their individual experiences with Minecraft. Qualitative data were collected through interviews, observations, reflective writings, and document analysis conducted before, during, and after the implementation process. These data were analyzed using descriptive and content analysis methods. The findings revealed that the pre-service teachers gained pedagogical awareness and experience related to game-based learning; they also showed a significant positive shift in their attitudes toward Minecraft ES. Furthermore, the platform was recognized as an inclusive and effective tool within the context of art education. In this regard, it is suggested that more research be conducted on game-based learning practices and their educational outcomes within institutions that provide visual arts education. Keywords: Visual arts teacher education, Minecraft Education Edition, digital game-based learning, action research.