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The Effects of Artificial Intelligence and STEAM Applications on Visual Arts Education

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Title: The Effects of Artificial Intelligence and STEAM Applications on Visual Arts Education
Language: English
Authors: Omer Tayfur Ozturk (ORCID 0000-0002-5757-1707), Mevlut Unal (ORCID 0000-0002-8220-7480), Mahmut Sami Ozturk (ORCID 0000-0002-5519-3909), Seyda Misman (ORCID 0000-0003-0540-4971)
Source: International Journal of Technology in Education. 2026 9(2):491-511.
Availability: International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijteoffice@gmail.com; Web site: https://www.ijte.net/index.php/ijte/about
Peer Reviewed: Y
Page Count: 21
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Grade 9
High Schools
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Artificial Intelligence, STEM Education, Art Education, Visual Arts, Academic Achievement, Student Attitudes, Retention (Psychology), Grade 9, High School Students, Foreign Countries
Geographic Terms: Turkey (Ankara)
ISSN: 2689-2758
Abstract: This research aims to examine the effects of artificial intelligence and STEAM applications on the academic achievement, attitudes towards the course, and learning retention of ninth-grade high school students in Visual Arts. A pre-test-post-test control group experimental design was used in the study. The research was conducted in a high school located in the Mamak district of Ankara during the second semester of the 2025-2026 academic year. The sample consisted of 60 ninth-grade students selected using a random sampling method. The experimental group included 30 students (16 girls, 14 boys), and the control group included 30 students (15 girls, 15 boys). The application was carried out in six sessions within the scope of the "Art Criticism and Aesthetics" unit. In the experimental group, web-based artificial intelligence and STEAM applications were used for instruction, while traditional teaching methods were applied in the control group. A 25-question achievement test developed by the researcher and the Visual Arts Course Attitude Scale developed by Ayaydın and Özsoy (2011) were used as data collection tools. A retention test was administered two months after the application. The findings initially showed no significant difference in academic achievement and attitude between the experimental and control groups (p>0.05). However, post-test results revealed that the experimental group, where artificial intelligence and STEAM applications were implemented, had significantly higher academic achievement scores than the control group (p<0.05). Similarly, the attitude scores of the experimental group were found to be significantly higher than those of the control group (p<0.05). Retention test results also showed that the experimental group had higher learning retention than the control group (p<0.05). In conclusion, it was determined that artificial intelligence and STEAM applications positively affect students' academic achievement, attitudes towards the course, and learning retention in Visual Arts lessons. These findings demonstrate that innovative technology-supported teaching approaches are effective in Visual Arts education compared to traditional teaching methods.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506367
Database: ERIC
FullText Text:
  Availability: 0
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  Data: The Effects of Artificial Intelligence and STEAM Applications on Visual Arts Education
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  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Omer+Tayfur+Ozturk%22&quot;&gt;Omer Tayfur Ozturk&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0002-5757-1707&quot;&gt;0000-0002-5757-1707&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Mevlut+Unal%22&quot;&gt;Mevlut Unal&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0002-8220-7480&quot;&gt;0000-0002-8220-7480&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Mahmut+Sami+Ozturk%22&quot;&gt;Mahmut Sami Ozturk&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0002-5519-3909&quot;&gt;0000-0002-5519-3909&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Seyda+Misman%22&quot;&gt;Seyda Misman&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0003-0540-4971&quot;&gt;0000-0003-0540-4971&lt;/externalLink&gt;)
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  Data: International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijteoffice@gmail.com; Web site: https://www.ijte.net/index.php/ijte/about
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  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Turkey+%28Ankara%29%22&quot;&gt;Turkey (Ankara)&lt;/searchLink&gt;
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  Data: 2689-2758
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This research aims to examine the effects of artificial intelligence and STEAM applications on the academic achievement, attitudes towards the course, and learning retention of ninth-grade high school students in Visual Arts. A pre-test-post-test control group experimental design was used in the study. The research was conducted in a high school located in the Mamak district of Ankara during the second semester of the 2025-2026 academic year. The sample consisted of 60 ninth-grade students selected using a random sampling method. The experimental group included 30 students (16 girls, 14 boys), and the control group included 30 students (15 girls, 15 boys). The application was carried out in six sessions within the scope of the &quot;Art Criticism and Aesthetics&quot; unit. In the experimental group, web-based artificial intelligence and STEAM applications were used for instruction, while traditional teaching methods were applied in the control group. A 25-question achievement test developed by the researcher and the Visual Arts Course Attitude Scale developed by Ayaydın and &#214;zsoy (2011) were used as data collection tools. A retention test was administered two months after the application. The findings initially showed no significant difference in academic achievement and attitude between the experimental and control groups (p&gt;0.05). However, post-test results revealed that the experimental group, where artificial intelligence and STEAM applications were implemented, had significantly higher academic achievement scores than the control group (p&lt;0.05). Similarly, the attitude scores of the experimental group were found to be significantly higher than those of the control group (p&lt;0.05). Retention test results also showed that the experimental group had higher learning retention than the control group (p&lt;0.05). In conclusion, it was determined that artificial intelligence and STEAM applications positively affect students&#39; academic achievement, attitudes towards the course, and learning retention in Visual Arts lessons. These findings demonstrate that innovative technology-supported teaching approaches are effective in Visual Arts education compared to traditional teaching methods.
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  Data: 2026
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  Data: EJ1506367
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 491
    Subjects:
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Art Education
        Type: general
      – SubjectFull: Visual Arts
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Retention (Psychology)
        Type: general
      – SubjectFull: Grade 9
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Turkey (Ankara)
        Type: general
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      – TitleFull: The Effects of Artificial Intelligence and STEAM Applications on Visual Arts Education
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            NameFull: Mahmut Sami Ozturk
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