Promoting students' artwork appreciation: An experiential learning‐based virtual reality approach

Abstract

In artwork appreciation activities, visiting physical exhibitions in art museums is often limited by time, distance and cost. Thus, conventional teaching is mostly conducted through textbooks, presentation slides or videos. However, by presenting artwork appreciation through a lecture, it is difficult for students to feel the beauty of artworks, and they can hardly develop accurate appreciation knowledge and critical thinking. To tackle this problem, this study proposed an experiential learning-based spherical video-based virtual reality (EL-SVVR) learning approach based on the experiential learning theory to guide students to browse world-famous artworks and experience the features of artwork creation. This study developed an EL-SVVR learning system and adopted a quasi-experimental design to determine whether the EL-SVVR learning approach improved students' performance in artwork appreciation in comparison with the conventional teaching approach. A total of 45 university students from two classes who participated in an elective art course were recruited in the study. One class was assigned to be the experimental group and adopted the EL-SVVR learning approach, while the other class was assigned to be the control group and adopted the conventional technology-supported learning (CTL) approach. The results showed that in comparison with the CTL approach, the EL-SVVR learning approach enhanced students' learning achievement, learning motivation, self-efficacy, critical thinking and performance in digital painting creation during artwork appreciation.

Team-based learning in online education: the development of students’ creative thinking skills in digital art

“…This approach facilitates the development of experimental learning, thereby providing access to a variety of artworks and improving students’ abilities to create them. The process of creating digital paintings motivated students and allowed them to develop critical thinking (Chiu et al, 2023 ).…”

Impact of anxiety and confidence in virtual reality‐mediated learning transferred to hands‐on tasks

“…In this study, we designed the VR learning materials to reflect the parameters of the physics laboratory and created learning tasks according to the cognitive level to enable the learners to construct the knowledge step by step (Bloom & Krathwohl, 1956). Although some studies received sound learning outcomes through VR, these outcomes are only assessed in the VR environment without considering applying the knowledge to a real‐world environment for hands‐on practice after learning (Albus et al, 2021; Chiu et al, 2022; Foster & Shah, 2021; Lee et al, 2022). This study indicates that VR‐mediated interactive learning materials promote learning outcomes; when learners transfer to real‐world hands‐on tasks, they still perform well.…”

“…As indicated by the previous studies, those dynamic and interactive learning materials can effectively benefit the learning of skills in science laboratories. However, most current studies related to VR only demonstrate simple visual images (VR cardboard) rather than design interactive learning materials or environments (Chiu et al, 2022). Subsequently, learners can only unidirectionally read or watch the materials without interacting with them.…”

“…I G U R E 9 Learning confidence between groups (C, control group; E, experiment group) With this research, we sought to bring learning materials from handson learning courses to VR and improve the constraints of hands-on practice in physics labs. AlthoughChiu et al (2022) andVogt et al (2021) improved learning performance by presenting learning materials via VR, unlike ours, they only provided unidirectional visual learning materials without interactions with learners. Therefore, it is important to determine how to integrate learning materials from different fields into VR and provide learners with a high degree of interactivity.…”