Integrating virtual reality painting practice into foundational drawing education: Students' learning experiences and outcomes.
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| Title: | Integrating virtual reality painting practice into foundational drawing education: Students' learning experiences and outcomes. |
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| Authors: | Chen, Li-Chiou1 (AUTHOR) cambre@saturn.yzu.edu.tw |
| Source: | International Journal of Education through Art. Jun2026, Vol. 22 Issue 2, p225-244. 20p. |
| Subject Terms: | *Drawing instruction, *Art education, *Student engagement, *Creative thinking, *Mixed methods research, Virtual reality, Immersive design, Painting |
| Abstract: | This study investigates how virtual reality (VR) painting using Tilt Brush can complement foundational drawing education by supporting immersive, spatial and embodied interaction. Using a mixed-methods design, data were collected from university art and design students through surveys (e.g. technology acceptance and presence), an artwork evaluation rubric and semi-structured interviews. Findings indicate that VR environments can enhance students' motivation and engagement through dynamic brush effects and spatial freedom. However, technical and operational constraints – such as motion discomfort, spatial navigation and depth control – limited the immediate transfer of skills to traditional drawing practice. Quantitative analyses showed no significant differences in creative thinking or artwork evaluation scores, while qualitative evidence suggested greater conceptual exploration and creative risk-taking in open-ended tasks. Overall, the results highlight VR's potential as a pedagogical complement to traditional art education, provided that learning modules are extended, tool use is scaffolded, exploratory and embodied interaction is emphasized and assessment frameworks suited to three-dimensional creative learning contexts are adopted. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This study investigates how virtual reality (VR) painting using Tilt Brush can complement foundational drawing education by supporting immersive, spatial and embodied interaction. Using a mixed-methods design, data were collected from university art and design students through surveys (e.g. technology acceptance and presence), an artwork evaluation rubric and semi-structured interviews. Findings indicate that VR environments can enhance students' motivation and engagement through dynamic brush effects and spatial freedom. However, technical and operational constraints – such as motion discomfort, spatial navigation and depth control – limited the immediate transfer of skills to traditional drawing practice. Quantitative analyses showed no significant differences in creative thinking or artwork evaluation scores, while qualitative evidence suggested greater conceptual exploration and creative risk-taking in open-ended tasks. Overall, the results highlight VR's potential as a pedagogical complement to traditional art education, provided that learning modules are extended, tool use is scaffolded, exploratory and embodied interaction is emphasized and assessment frameworks suited to three-dimensional creative learning contexts are adopted. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 17435234 |
| DOI: | 10.1386/eta_00235_1 |
