Virtual reality and augmented reality technologies for art education: The perceptions and responses of undergraduate students
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Date
2021-12-01
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Authors
Song, Borim
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Abstract
The emergent culture of COVID-19 underscored a gap among generations with regards to their
responses to new innovations in the education field. This article explores the educational
potential of VR/AR for the secondary art curriculum through the perspectives and responses of
undergraduate art students. The paper examines the writing outcomes of a discussion board
forum activity that I created to invite the students to share their responses to and reflections on
the use of VR/AR technologies in visual art and art education. I share the students’ perspectives
on VR/AR use for studio art making under the following three themes: 1) excitement about the
new art medium, 2) strengths and risks, and 3) educational potential for K-12 curriculum
integration. In discussing the students’ reflections, contemporary artists’ use of VR/AR is also
explored as a resource for art educators. I end the paper by providing suggestions for art
educators interested in incorporating VA/AR into their art lessons.
Description
© [Borim, 2021]. The definitive, peer reviewed and edited version of this article is published in [Visual Inquiry: Learning and Teaching Art, 10, 3, 361-369, 2021, https://doi.org/10.1386/vi_00061_1].
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Citation
Song, B. (2021). Virtual reality and augmented reality technologies for art education: The perceptions and responses of undergraduate students. Visual Inquiry: Learning and Teaching Art, 10(3), 361-369. https://doi.org/10.1386/vi_00061_1
DOI
https://doi.org/10.1386/vi_00061_1