Arts-based teaching and learning in teacher education: “Crystallising” student teachers' learning outcomes through a systematic literature review

Møller-Skau, Marie; Lindstøl, Fride

doi:10.1016/j.tate.2021.103545

Cited by 20 publications

(13 citation statements)

References 24 publications

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“…In addition, in traditional art education, students typically rely on static learning materials and conventional teaching methods, which, to some extent, limit creative space and instructional interactivity [9][10][11]. However, the gradual maturity of IoT technology allows humanity to inject new vitality into art education by connecting various devices and employing innovative digital means [12][13][14]. This raises a crucial question: under the guidance of the IoT, how can this study fully harness the advantages of AI digital technology to serve the teaching and creative processes in art education [15][16][17].…”

Section: A Research Background and Motivationsmentioning

confidence: 99%

The Analysis of Artificial Intelligence Digital Technology in Art Education Under the Internet of Things

Fang,

Jiang

2024

IEEE Access

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This study aims to explore the integration of Internet of Things (IoT) technology and artificial intelligence (AI) in art education, assessing its impact on learners' experiences and learning outcomes. The study first proposes a digital teaching system that enables the IoT and Generative Adversarial Networks (GANs) to play a role in art education by monitoring students' creative state in real-time, providing immediate feedback, and facilitating the generation of creative works. The system framework includes sensor nodes, an IoT platform, a GAN model, and a user interface to build a real-time interactive environment. Sensor nodes constantly collect physiological, movement, and environmental data from students, and the GAN model receives student data from the IoT platform, combining creative input from students to generate artwork in real-time. The generated works are transmitted to the discriminator through the IoT platform, which evaluates their quality and provides real-time feedback. Students interact with the system through the user interface, observe the generated artwork, adjust generator parameters, and propose new ideas. These interactions influence further artistic creation. The WikiArt public art creation dataset is selected to establish the experimental foundation, and the experimental evaluation focuses on image generation quality, system performance, and student learning outcomes. It is compared with Deep Convolutional Generative Adversarial Network (DCGAN) and Variational Autoencoder (VAE) models. The research results indicate that the designed IoT and GANs integrated system remarkably outperforms DCGAN and VAE in image generation quality, with an Inception Score of 4.5, which is more diverse and recognizable than other models. Regarding system performance, the IoT and GANs integrated system is significantly ahead in image generation speed and user interaction, with a transmission speed of up to 200 Mbps. Regarding student learning outcomes, the system performs excellently in emotional feedback, learning outcomes, and creative work quality, achieving 80% satisfaction and 90% positive feedback. Overall, the research conclusion clearly points out that the integration of IoT and GANs has a significant and comprehensive effect on improving the quality of art education. This study expands the field of art education by integrating IoT and GANs, enhancing students' creative experiences, and providing innovative methods for art teaching in the digital age.

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Section: A Research Background and Motivationsmentioning

confidence: 99%

The Analysis of Artificial Intelligence Digital Technology in Art Education Under the Internet of Things

Fang,

Jiang

2024

IEEE Access

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“…Aside from primary and secondary education [54][55][56][57][58], art-based learning has been discussed and empirically underpinned for various professional disciplines such as medical education [59][60][61][62][63], nursing education [30,[64][65][66], pedagogics [67][68][69][70], and management education [29,33,39,[71][72][73][74][75].…”

Section: Literature Reviewmentioning

confidence: 99%

Skills Development through Virtual Art-Based Learning: Learning Outcomes of an Advanced Training Program for Project Managers

2022

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With regard to emerging requirements of the professional field, uncertainty competence is a skill to be cultivated and integrated into project management education and training. Art-based learning seems to be a promising approach because the artistic mindset is a suitable model for coping with uncertainty. However, it is widely unclear to what extent art-based learning’s experiential nature will result in soft skills development under the restrictions of distance education. The present quantitative study explores whether—in a virtual learning environment—art-based executive training has a measurable effect on uncertainty competence. Data collection and analysis applied a quasi-experimental pretest-posttest control group design. Participants in the experimental group completed a month-long virtual training program based on visual arts. Contrary to its objective, the program did not cause meaningful changes in uncertainty competence or perceived stress but had a significant effect on participants’ attentiveness and presence. Participants achieved a higher level of mindfulness in dealing with complexity. The results imply that—even in virtual settings—art-based approaches enhance terms of perceptive capacity and social presence but need to be long-term, related to participants’ individual work-context, and disturb participants’ routines to have an effect on uncertainty competence.

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“…articles [9], [12], [14], [15], [16], [17], [18], [19], [20], [21], [22], and [23], the transformation of teacher competence (n = 12, 48%) was identified. While articles [17], [18], [21], [24],…”

Section: Findingmentioning

confidence: 99%

“…Teachers are given training in Learning Management systems [21]. Teachers need more knowledge, especially about mastering digital technology [16], one of which teachers must be able to use appropriate technology [18]. Teachers need this training to improve competence in online learning because not all teachers are proficient and master technology and are also unfamiliar with online learning [36].…”

Section: Transformation Of Teacher Competencementioning

confidence: 99%

Transformation of Learning Input Factors in the New Normal Era Post-COVID-19

Fikri

Istikomah

Fahyuni

2022

KSS

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Learning systems comprise three main components – input, process, and output. With the COVID-19 pandemic touching all areas of human life, there is a need to adapt to new, innovative alternatives, including in the field of education. This study examined the literature related to input factors in learning in the new normal era of the post-COVID-19 pandemic. A systematic literature review was carried out by documenting and reviewing articles using the keywords “learning” and “the COVID19 pandemic” published during the 2020–2021 period. The articles used were 17 accredited national and international journal articles accessed from Scopus, lens.org, Springer, Science Direct, Scimago, and SINTA. According to the findings of this study, the transition to online learning in the post-COVID-19 era requires: (i) the transformation of the curriculum to suit the current emergency conditions; (ii) the transformation of teacher competencies by improving skills, especially in mastering digital technology; (iii) the transformation of learning media by using applications or platforms that are more varied; and (iv) building facilities (information and communication technology) and infrastructure (Internet access) to support effective online learning across the nation. Keywords: instrumental input, learning, new normal era

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Arts-based teaching and learning in teacher education: “Crystallising” student teachers' learning outcomes through a systematic literature review

Cited by 20 publications

References 24 publications

The Analysis of Artificial Intelligence Digital Technology in Art Education Under the Internet of Things

The Analysis of Artificial Intelligence Digital Technology in Art Education Under the Internet of Things

Skills Development through Virtual Art-Based Learning: Learning Outcomes of an Advanced Training Program for Project Managers

Transformation of Learning Input Factors in the New Normal Era Post-COVID-19

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