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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.
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]
Copyright of International Journal of Education through Art is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Integrating virtual reality painting practice into foundational drawing education: Students' learning experiences and outcomes.
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  Data: <searchLink fieldCode="AR" term="%22Chen%2C+Li-Chiou%22">Chen, Li-Chiou</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> cambre@saturn.yzu.edu.tw</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Education+through+Art%22">International Journal of Education through Art</searchLink>. Jun2026, Vol. 22 Issue 2, p225-244. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22Drawing+instruction%22">Drawing instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Art+education%22">Art education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Creative+thinking%22">Creative thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+reality%22">Virtual reality</searchLink><br /><searchLink fieldCode="DE" term="%22Immersive+design%22">Immersive design</searchLink><br /><searchLink fieldCode="DE" term="%22Painting%22">Painting</searchLink>
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  Data: 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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  Data: <i>Copyright of International Journal of Education through Art is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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      – SubjectFull: Drawing instruction
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      – SubjectFull: Student engagement
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      – SubjectFull: Painting
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              Text: Jun2026
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              Y: 2026
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