Thesis Abstract

Abstract
This thesis explores the potential of utilizing virtual reality (VR) technology to enhance art education in secondary schools. The integration of VR technology in educational settings has gained increasing attention due to its ability to provide immersive and interactive learning experiences. In the context of art education, VR offers unique opportunities for students to explore artistic concepts, techniques, and styles in a dynamic and engaging manner. This study aims to investigate the impact of VR technology on art education in secondary schools, focusing on its effectiveness in enhancing student learning outcomes and engagement. The research begins with an introduction that provides an overview of the background of the study, the problem statement, objectives, limitations, scope, significance, and structure of the thesis. A comprehensive literature review in Chapter Two examines existing research on the use of VR technology in education, particularly in the field of art education. The review highlights the benefits and challenges associated with integrating VR technology into the classroom and identifies gaps in the current literature that this study seeks to address. Chapter Three outlines the research methodology, including the research design, participants, data collection methods, and data analysis techniques. The study employs a mixed-methods approach, combining quantitative surveys with qualitative interviews to gather data on student experiences and perceptions of using VR technology in art education. The methodology also includes a comparative analysis of student learning outcomes between traditional art education methods and VR-enhanced lessons. In Chapter Four, the findings of the study are presented and discussed in detail. The results reveal that students who participated in VR-enhanced art lessons demonstrated greater engagement, creativity, and retention of artistic concepts compared to those in traditional classrooms. The discussion explores the implications of these findings for art education practice and pedagogy, highlighting the potential of VR technology to transform the way art is taught and learned in secondary schools. Finally, Chapter Five provides a conclusion and summary of the thesis, drawing on the key findings and implications of the study. The conclusion reflects on the significance of integrating VR technology into art education and offers recommendations for future research and practice in this area. Overall, this thesis contributes to the growing body of literature on the use of VR technology in education and offers valuable insights into its potential to enhance art education in secondary schools.

Thesis Overview