Interactive AR-driven Curricula for Inclusive Visual Arts Education

Thesis Abstract

This study addresses the persistent inequities in access to high-quality visual arts education for diverse learners, including students with disabilities and those from underrepresented backgrounds, by integrating interactive augmented reality (AR) curricula into mainstream visual arts pedagogy. The problem centers on how traditional instructional approaches inadequately accommodate varying sensory, cognitive, and motor profiles, limiting expressive potential and engagement. The aim is to evaluate the effectiveness of AR-enhanced curricula in promoting inclusive participation, creative outcomes, and conceptual understanding across diverse learner groups. Specific objectives are (1) to design an AR-enabled visual arts unit aligned with inclusive education principles and universal design for learning (UDL) guidelines; (2) to examine changes in student engagement, self-efficacy, and artistic skill development; (3) to investigate teacher readiness, pedagogical beliefs, and instructional fidelity when implementing AR tools; (4) to identify barriers, facilitators, and equity considerations in classroom deployment; and (5) to formulate implementable recommendations for scalable integration in secondary-level curricula. The methodology adopts a mixed-methods, explanatory sequential design conducted in three urban secondary schools with a total student population of approximately 1,200 and a purposive sample of 360 students (age 13–16) across inclusive classrooms, five art teachers, and two curriculum coaches. Phase I involves the development of the AR-driven curriculum module using the Unity 3D AR platform and ARKit/ARCore, incorporating multisensory cues, tactile texture palates, and accessible navigation to satisfy diverse learning needs. A pilot study with 60 students validates usability and instructional alignment, informing subsequent data collection. Phase II implements a quasi-experimental design over a 12-week unit, with 180 students assigned to an AR-enhanced condition and 180 to a conventional instruction condition. Data collection instruments include (a) the Student Engagement Inventory (SEI) and the Self-Efficacy for Visual Arts Scale (SEVAS); (b) performance-based art assessments scored with a standardized rubric covering composition, technique, and conceptual development; (c) the Inclusive Teaching Practices Questionnaire (ITPQ) for teachers; (d) classroom observation using the AR-Usability and Fidelity Checklist; and (e) focus group interviews with students and semi-structured interviews with teachers and curriculum coaches. Validity and reliability analyses will include Cronbach’s alpha for scales (target ? ? .80) and inter-rater reliability for performance rubrics (kappa ? .70). Data analysis employs descriptive statistics, multivariate analysis of covariance (MANCOVA) to compare outcomes while controlling pre-test scores, and structural equation modeling (SEM) to test the relationships among engagement, self-efficacy, and artistic outcomes. Thematic analysis will be applied to qualitative data from interviews and focus groups, triangulated with observational notes. A mediation model will explore whether increased engagement mediates the effect of AR on artistic performance. Key expected findings include (i) higher engagement and self-efficacy scores in the AR condition, particularly among students with sensory or motor access needs; (ii) statistically significant gains in artistic composition and conceptual development in AR learners relative to controls; (iii) positive shifts in teacher attitudes toward inclusive pedagogy and more frequent use of flexible, multimodal assessment practices; (iv) identification of practical barriers such as device inconsistency, classroom management challenges, and the need for sustained professional development. The study contributes to knowledge by integrating inclusive pedagogy with technology-enhanced art education, advancing empirical evidence on AR’s role in promoting equity and creativity, and providing a validated framework for implementing AR curricula within secondary art programs. Theoretical grounding draws on Vygotsky’s social constructivism, embodied cognition, and the Universal Design for Learning framework, with empirical support from the Technological Pedagogical Content Knowledge (TPACK) model. Practical implications include a scalable instructional blueprint, a set of inclusive AR design guidelines, and policy recommendations for curriculum standardization and resource allocation. The conclusion posits that well-designed AR curricula can meaningfully enhance inclusive learning in visual arts, contingent on robust teacher training, reliable technological infrastructure, and ongoing assessment. Recommendations emphasize iterative design cycles, cross-disciplinary collaboration, and longitudinal studies to assess long-term impacts on equity and artistic proficiency.