Arts as Mediators That Help Validate Digital Games as a Suitable Tool for Visual Arts Education: The Point of View of the Players

One of the challenges in developing digital game–based didactics in Lithuania is the persistence of stereotypes among art teachers regarding digital games. The aim of this article is to reveal, by applying the clas sical grounded theory approach, how the processes of revaluing and val idating digital games unfold, laying the groundwork for shifting teachers’ views toward recognizing digital games as art and viable tools for art education. The study uncovers the revaluation of digital games as a controversial form of art. Central to this process is the use of other art forms as mediators to validate digital games, highlighting their artis tic features as analogous to those of traditional arts. Game graphics are legitimized as a distinct form of expression rooted in contemporary aes thetics, while aggressive content is framed as a means of artistic expres sion intended to evoke emotion or provoke shock.