Virtual Reality: Immersive and Situated Art Education with 360-Degree Cameras and Augmented and Virtual Reality Technology
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| Title: | Virtual Reality: Immersive and Situated Art Education with 360-Degree Cameras and Augmented and Virtual Reality Technology |
|---|---|
| Language: | English |
| Authors: | Kwon, Hyunji (ORCID |
| Source: | Art Education. 2022 75(4):27-32. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Computer Simulation, Art Education, Situated Learning, Photography, Technology Uses in Education |
| DOI: | 10.1080/00043125.2022.2053458 |
| ISSN: | 0004-3125 2325-5161 |
| Abstract: | Due to the science, technology, engineering, and mathematics movement and the immersive aspects of virtual reality technology, the use of virtual reality in education has grown rapidly. In the field of art education, many researchers have demonstrated the potential of using digital art and virtual worlds. Based on how technology and convincing stories make virtual worlds more believable, the authors propose that immersion in virtual reality and situated learning are mutually beneficial. Kwon (a preservice art educator) is relatively new to virtual reality and has implemented this tool in her art methods and practicum course since 2019. Because she used virtual worlds that are readily available, her examples may be a good fit for beginner teachers. Morrill (a visual arts teacher in a science, technology, engineering, arts, and mathematics middle school) is more experienced and has used virtual reality technology to create new virtual worlds with his students since 2012. Morrill's examples with AR and VR may be suitable for art teachers familiar with the technology. |
| Abstractor: | ERIC |
| Entry Date: | 2022 |
| Accession Number: | EJ1356466 |
| Database: | ERIC |
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| Abstract: | Due to the science, technology, engineering, and mathematics movement and the immersive aspects of virtual reality technology, the use of virtual reality in education has grown rapidly. In the field of art education, many researchers have demonstrated the potential of using digital art and virtual worlds. Based on how technology and convincing stories make virtual worlds more believable, the authors propose that immersion in virtual reality and situated learning are mutually beneficial. Kwon (a preservice art educator) is relatively new to virtual reality and has implemented this tool in her art methods and practicum course since 2019. Because she used virtual worlds that are readily available, her examples may be a good fit for beginner teachers. Morrill (a visual arts teacher in a science, technology, engineering, arts, and mathematics middle school) is more experienced and has used virtual reality technology to create new virtual worlds with his students since 2012. Morrill's examples with AR and VR may be suitable for art teachers familiar with the technology. |
|---|---|
| ISSN: | 0004-3125 2325-5161 |
| DOI: | 10.1080/00043125.2022.2053458 |
