Thesis Abstract

Abstract
The integration of virtual reality (VR) technology into educational settings has gained significant attention in recent years, with potential benefits in enhancing learning experiences and outcomes. This thesis investigates the impact of VR technology on art education in secondary schools, focusing on how this innovative tool can transform traditional art instruction and engage students in new, immersive ways. The study explores the theoretical foundations of VR technology in education and its application in the context of art learning. Through a comprehensive literature review, the potential benefits and challenges of using VR in art education are examined, providing a critical analysis of existing research and highlighting gaps in the current knowledge base. The research methodology involves a mixed-methods approach, combining qualitative and quantitative data collection techniques to gather insights from students, teachers, and educational practitioners. Surveys, interviews, and observations are used to assess the perceptions, experiences, and learning outcomes of students engaging with VR art education tools. The study also considers the perspectives of art educators in implementing VR technology in the classroom, exploring the pedagogical strategies, technical considerations, and professional development needs associated with this innovative approach. Findings from the research reveal the transformative potential of VR technology in enhancing creativity, spatial reasoning, and artistic expression among secondary school students. The immersive nature of VR environments offers new opportunities for exploration and experimentation in art-making, fostering a deeper engagement with the creative process. However, challenges such as access to technology, technical support, and integration with existing curricula are identified as barriers to the widespread adoption of VR in art education. The discussion of findings delves into the implications for practice, policy, and research in the field of art education, offering recommendations for educators, policymakers, and technology developers. The conclusion highlights the significance of incorporating VR technology into art education to promote innovative teaching practices, inspire creativity, and prepare students for the digital age. By leveraging the power of immersive technology, secondary schools can create dynamic learning environments that stimulate artistic growth and foster a lifelong appreciation for the arts. In summary, this thesis contributes to the growing body of literature on the use of VR technology in education and provides valuable insights into its potential impact on art learning in secondary schools. The findings underscore the importance of embracing innovation in teaching and learning practices to empower students with the skills and competencies needed for success in the 21st century.

Thesis Overview