Publication Details
Abstract
The kind and character of the components of the educational situation pertaining to the instructor, the educational material, and the techniques by which it is structured and accomplished determine the success of education, which is an all-encompassing and integrated process. Hence, attention has been paid to everything that enhances the coherence and harmony of these elements and ensures that learners' learning is achieved in a manner that can be observed, measured, and its results predicted. From this perspective, the goal of this study is to determine how to create an educational program that uses augmented reality technology to help university students strengthen their visual and creative thinking abilities in the field of art history. The researcher used an experimental strategy to accomplish the goals of the study, focusing on the third-year students in the Department of Art Education/College of Fine Arts as the research community. A sample of sixty students from the Department of Art Education/College of Fine Arts/University of Babylon was selected from this community and split evenly and at random into two groups: an experimental group and a control group. Each group consisted of ten male and female students. The accomplishment exam & the visual thinking skills test were the two assessment instruments that the researcher employed together with the statistical software. (spss) in data processing and analysis to get the most notable outcomes:
The average scores of the experimental group students and the average scores of the control group children on the post-achievement exam differ statistically significantly at the 0.05 level, favoring the experimental group.
The average results of the students in the experimental group on the pre-post visual literacy exam change statistically significantly at the 0.05 level, favoring the post-test.
Based on the research results, the researcher reached several conclusions, as follows:
The presence of an educational program designed using augmented reality technology in students' achievement and developing their visual and creative thinking skills by stimulating students' abilities to comprehend ideas, exchange opinions, knowledge, and understanding, and consolidate information in their minds.
The following suggestions are suggested in light of the researcher's findings and conclusions:
Using the existing curriculum to instruct third-year students in the Department of Art Education, College of Fine Arts, University of Babylon, on subjects pertaining to trends in visual thinking abilities.
Developing learners' visual and creative thinking skills in areas of life that require familiarity with visual representation and visual reading.
The following suggestions can be made in light of the current study's findings.
lizing the research tools and materials used (observation cards, educational program development) to develop the in-service performance of undergraduate art teachers, particularly in developing creative teaching skills using augmented reality technology.
- The necessity of determining the true educational demands of educational programs that concentrate on honing abilities in efficient teaching techniques and student-centered learning using augmented reality technology.
The researcher suggests carrying out the following research to supplement the current study and in light of the research findings:
- In light of comprehensive quality requirements, a training program idea is put out to help preparatory art instructors strengthen their creative teaching & student-centered learning skills.
- The efficacy of active learning techniques in fostering critical thinking and problem-solving abilities in art students, considering Iraq's national educational criteria.