Song, Borim2023-03-162023-03-162021-12-01Song, 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_1http://hdl.handle.net/10342/12421© [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].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.virtual realityaugmented realityTilt Brushhigher educationtechnologyart educationstudio artintergenerational gapArticlehttps://doi.org/10.1386/vi_00061_1