Document Type
Article
Publication Title
Forum for Education Studies
Abstract
This study explores the transformation of general education art history courses at a liberal arts college, shifting from Eurocentric surveys to a decolonized, gamified, and student-centered curriculum. Through a longitudinal mixed-methods design, the research evaluates the integration of global narratives and innovative teaching strategies to enhance student engagement and global competencies. Data from pre- and post-implementation surveys with faculty, students, and instructional designers demonstrate significant improvements in student satisfaction, cultural openness, and engagement with global art. Challenges include navigating demographic skews, addressing the complexity of gamified structures, and refining assignment instructions. Findings highlight the value of curriculum redesigns that promote inclusivity, flexibility, and active learning, offering a framework for advancing general education in a globalized academic landscape.
DOI
https://doi.org/10.59400/fes2335
Publication Date
3-19-2025
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Hutson, James; Olsen, Trent; and Elder, Robyne, "Personalizing and decolonizing general education: A case study in gamifying global art history curriculum" (2025). Faculty Scholarship. 726.
https://digitalcommons.lindenwood.edu/faculty-research-papers/726
