dc.description.abstract | With the robust development of digital technology, education and learning methods have been revolutionized. Conventional classroom instruction can no longer satisfy the needs of the new generation of learners, and digital learning has emerged as a critical trend in education. However, the majority of digital learning systems focus primarily on key academic subjects, while relatively few explore the field of art appreciation. Given the importance of art appreciation for holistic education development, integrating art appreciation with digital learning systems has become a new approach to art education.
Art appreciation, a course rich in theoretical and historical information, presents a complex and challenging learning task. To address these difficulties, appropriate learning strategies need to be incorporated into the digital art appreciation learning system to ensure successful application of digital art education. Visual Thinking Strategy (VTS) represents a typical art appreciation educational method. VTS has been widely discussed in previous studies in the context of physical art appreciation learning, yet the application of VTS characteristics in digital learning systems and in combination with art appreciation learning research is still uncharted territory. Accordingly, this study designs learning environments based on the characteristics of different learning strategy and develops an interactive digital art appreciation learning system called "Art Appreciation". This study aims to explore the differences and correlations between learners using VTS and non-VTS of the art appreciation learning performance, system performance, learning motivation, inclination for critical thinking tendency, user experience, and user stories in an interactive digital art appreciation learning environment.
This study used mixed-method research, and divides 60 research subjects into two groups: 30 VTS group and 30 non-VTS group. Both different learning strategy learners, respectively studied a total of eight artworks through a digital system. The VTS learners (includes VTS see and feel, VTS think, VTS wonder, and information content of the artworks), and the non-VTS learners (information content of the artworks). The research instruments included art appreciation learning tests, learning motivation scale, critical thinking tendency scale, user experience scale, user interview records, and system log data, the duration of the experiment was 120 minutes.
The study primarily reveals the following seven findings regarding the impact of different learning strategy on learners within the interactive digital art appreciation learning system environment: (1) Both different learning strategy learners showed significant improvement in art appreciation learning performance, Between the two groups of post-testing for aesthetic understanding and overall in learning performance, the VTS learners outperformed the non-VTS learners; (2) The VTS learners significantly outperformed the non-VTS learners in terms of system performance, had the most practice time in the VTS observation area, and scored highest in the VTS thinking area; (3) Both groups of learners showed significant enhancement in learning motivation. Between the two groups of learners generated the same level of learning motivation; (4) The VTS learners made notable progress in critical thinking tendency, and the non-VTS learners was no significant difference in learning motivation. Between the two groups of post-test and progress scores in critical thinking tendency, the VTS learners outperformed the non-VTS learners; (5) Both groups of learners had equally high levels of user experience satisfaction; (6) Through qualitative interviews, it was found that learners employing different learning strategy had varying perspectives on the usefulness of learning motivation, critical thinking tendency, and user experiences. The VTS learners were influenced by a step-by-step question-guiding approach, which served to stimulate learner participation and foster an inclination towards critical thinking tendency, thus enhancing overall learning performance; (7) Learners from both the VTS and non-VTS showed a positive correlation between art appreciation learning performance and system performance, learning motivation, critical thinking tendency, and user experience.
In conclusion, the interactive digital art appreciation learning system "Art Appreciation" in this study not only enhances the art appreciation learning performance for learners using VTS and non-VTS, but also boosts learning motivation for both different learning strategy learners. Furthermore, it offers insights into the different learning strategy learners system performance, inclination for critical thinking tendency, user experience, and user stories, it could provide researchers with future research directions. Moreover, it will also be beneficial for educators and designers to plan appropriately and assist learners in learning art appreciation when designing interactive digital learning environments in the future. | en_US |