Samenvatting

In this literary research I asked myself the following question: Are the emotional experiences through playing video games of any benefit in art education?
A question that immediately raises other questions: What kind of emotional experiences players get anyway? Why through video games, what is their benefit? What learning skills for the Art should be taught? Can these skills be linked to the emotional experiences?
Since the early nineties of the last century we are living in the Digital Age where children, youth and teens are digital natives (Prensky 2001): ‘native speakers’ of the digital language of computers, videogames and the Internet. These young persons who were born during or after the general introduction of digital technology, and through interacting with this technology from an early age they have greater understanding of its concepts. As Prensky (2001) says: “Today’s students have not changed incrementally from those of the past, nor simply changed their slang, cloths, body adornments or styles, as has happened between generations previously. A really big discontinuity has taken place. One might even call it a ‘singularity’ – an event which changes so fundamentally that there is absolutely no going back. This so‐called
‘singularity’ is the arrival and rapid dissemination of digital technology in the last decades of the 20th century.”