Keywords
Augmented reality
Arts education
Technology applications
Educational innovation
Submitted : 2024-10-28
Accepted : 2024-11-12
Published : 2024-11-27
Abstract
Virtual reality (VR) and augmented reality (AR) technologies have become increasingly important instruments in the field of art education as information technology develops quickly, transforming the conventional art education approach. The present situation, benefits, difficulties, and potential development tendencies of VR and AR technologies in art education will be investigated in this study. By means of literature analysis and case studies, this paper presents the fundamental ideas of VR and AR technologies together with their several uses in art education, namely virtual museums, interactive art production, art history instruction, and distant art cooperation. The research examines how these technologies might improve students’ immersion, raise their learning motivation, and encourage innovative ideas and multidisciplinary cooperation. Practical application concerns including technology costs, content production obstacles, user acceptance, privacy, and ethical questions also come under discussion. At last, the article offers ideas and suggestions to help VR and AR technologies be effectively integrated into art education through teacher training, curriculum design, technology infrastructure development, and multidisciplinary cooperation. This study offers useful advice for teachers of art as well as important references for legislators and technology developers working together to further the creative growth of art education.
References
Baylor AL, Kim S, 2013, Simulating Immersive Virtual Environments for Art Education. Journal of Visual Arts Practice, 12(2): 153–169.
Azuma RT, 1997, A Survey of Augmented Reality. Presence: Teleoperators & Virtual Environments, 6(4): 355–385.
Ferrari A, 2013, Virtual Reality in Art Education: A Review of the Literature. Art Education, 66(4): 42–47.
Dunleavy M, 2009, Designing Frameworks for Effective Learning in a Digital Age, in Voogt J, Knezek G, (Eds.), International Handbook of Information Technology in Primary and Secondary Education, Springer, New York, 105–120.
Huang R, Rauch P, Liaw SS, 2018, Investigating the Effectiveness of Virtual Reality for Teaching and Learning in K-12 Settings: A Meta-Analysis. Educational Technology & Society, 21(4): 40–53.
Kvan T, 2000, Collaborative Design: What Is the Product of Design Studios? Design Studies, 21(2): 167–180.
Selwyn N, 2016, Digital Technology and the Contemporary University: Reassessing the Future of Higher Education. Cambridge Journal of Education, 46(2): 231–245.
Dede C, 2009, Immersive Interfaces for Engagement and Learning. Science, 323(5910): 66–69.
Fitzgerald E, Reeves TC, Bradley G, 2012, How Authentic Learning Experiences Influence Student Motivation and Achievement in a Technology-Rich Course. Computers & Education, 58(1): 221–231.
Laurillard D, 2012, Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology, Routledge, London.
Snyder I, 2016, Digital Literacies: Concepts, Policies, and Practices. Journal of Adolescent & Adult Literacy, 59(5): 387–388.
Facer K, Sandford R, 2013, The Next 25 Years? Future Scenarios and Future Directions for Education and Technology. Journal of Computer Assisted Learning (JCAL), 26(1): 74–93.
Poetker B, 2024, History of Augmented Reality: From Origins to Future Trends, viewed October 19, 2024, https://www.g2.com/articles/history-of-augmented-reality
Vardomatski S, 2018, A Brief History of AR and VR: Virtual Reality Timeline, viewed October 20, 2024, https://hqsoftwarelab.com/blog/the-history-of-ar-and-vr-a-timeline-of-notable-milestones/
Di Natale AF, Repetto C, Riva G, et al., 2020, Immersive Virtual Reality in K-12 and Higher Education: A 10‐Year Systematic Review of Empirical Research. British Journal of Educational Technology, 51(6): 2006–2033.
Kamińska D, Sapiński T, Wiak S, et al., 2019, Virtual Reality and Its Applications in Education: Survey. Information, 10(10): 318.
Guerra-Tamez CR, 2023, The Impact of Immersion Through Virtual Reality in the Learning Experiences of Art and Design Students: The Mediating Effect of the Flow Experience. Education Sciences, (13): 185.
Bourgeois-Bougrine S, Mokhtari I, Essalmi M, 2020, Virtual and Augmented Reality in Education: A Review of Immersive Learning Technologies. Education and Information Technologies, 25(5): 4191–4220.
Kuo YT, Garcia Bravo E, Whittinghill DM, et al., 2023, Walking into a Modern Painting: The Impacts of Using Virtual Reality on Student Learning Performance and Experiences in Art Appreciation. International Journal of Human-Computer Interaction, 2023: 1–22.
Nincarean D, Alia MB, Halim NDA, et al., 2013, Mobile Augmented Reality: The Potential for Education. Procedia Soc. Behav. Sci., (103): 657–664.
Ahir K, Govani K, Gajera R, et al., 2019, Application on Virtual Reality for Enhanced Education Learning, Military Training and Sports. Augmented Human Research, 5(1): 1–9.
Mantovani F, 1994, Is There a Future for Virtual Reality? CyberPsychology & Behavior, 27(1): 1–8.
McMahan RP, 2003, A Look at the Future of Virtual Reality in Entertainment. IEEE Computer Graphics and Applications, 23(6): 6–9.
Burdea G, Coiffet P, 2003, Virtual Reality Technology (2nd ed.), John Wiley & Sons, New Jersey.
Paatela-Nieminen M, 2021, Remixing Real and Imaginary in Art Education with Fully Immersive Virtual Reality. International Journal of Education Through Art, 17(3): 415–431.
Holmes M, Gaggioli A, Riva G, et al., 2020, Psychological Benefits of Using Social Virtual Reality Platforms During the COVID-19 Pandemic: The Role of Social and Spatial Presence. Computers in Human Behavior, (110): 106389.
Steuer J, 1992, Defining Virtual Reality: Dimensions Determining Telepresence. Journal of Communication, 42(4): 73–93.
Schmalstieg D, Hollerer T, 2016, Augmented Reality: Principles and Practice. IEEE Computer Graphics and Applications, 21(6): 34–42.
Caudell M, Mizell DW, 1992, Augmented Reality: An Application of Heads-Up Display Technology to Manual Manufacturing Processes. Proceedings of the 1992 IEEE Hawaii International Conference on System Sciences, (2): 659–669.
Hoffman HG, Novak SE, 2018, The Science of Virtual Reality: A Primer. Frontiers in Robotics and AI, (5): 1–7.
Bower M, Howe C, 2019, The Digital Divide in Education: Implications for Learners with Special Educational Needs and Disabilities. British Journal of Special Education, 46(1): 51–60.
Macedonia MR, Akrivos GP, 2016, Immersive Virtual Reality: A New Frontier for Health and Wellness. Journal of Diabetes Science and Technology, 10(6): 1345–1346.
Lessiter J, Freeman J, Keogh E, et al., 2001, A Framework for the Development and Evaluation of Interactive Virtual Learning Environments. Virtual Reality, 5(3): 184–194.
Ertmer PA, Ottenbreit-Leftwich AT, 2013, Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 45(3): 213–232.
Chang R, Sung YT, Chen SF, 2011, A Study of Pre-Service Teachers’ Perceived Self-Efficacy and Attitudes Toward Integrating Technology into Teaching and Learning. Journal of Educational Technology & Society, 14(4): 35–48.
Kennedy DM, Keil A, Garrison J, 2016, The Role of Technology in Art Education. Art Education, 69(3): 46–49.
Jones C, Smith S, Bradshaw P, 2019, The Role of Cross-Disciplinary Collaboration in Enhancing Student Learning and Engagement. Active Learning in Higher Education, 20(1): 53–64.
Dabbagh N, Kitsantas A, 2012, Personal Learning Environments, Social Media, and Self-Regulated Learning: A Natural Formula for Connecting Formal and Informal Learning. The Internet and Higher Education, 15(1): 3–8.
Bekkers R, Tummers L, 2016, The Impact of Academia-Industry Collaboration on Innovation: A Review and Synthesis. Technological Forecasting and Social Change, (114): 86–98.
Etzkowitz H, Leydesdorff L, 2000, The Dynamics of Innovation: From National Systems and “Mode 2” to a Triple Helix of University-Industry-Government Relations. Research Policy, 29(2): 109–123.
Salter A, Gann D, 2013, Innovation Policy in a Highly Innovative Sector: The Case of the UK Software Industry. Research Policy, 42(9): 1429–1440.