Evaluating art students engagement with digital technologies in classroom settings
Shiri M. Baigutov K.
November 2024Institute of Advanced Science Extension (IASE)
International Journal of Advanced and Applied Sciences
2024#11Issue 11240 - 248 pp.
This study explores how art students engage with digital technologies, focusing on the emotional, behavioral, and cognitive dimensions of engagement. Conducted at Abai Kazakh Pedagogical University, the research used a descriptive case study approach with online surveys completed by 60 graduate students from the Art Education, Graphic, and Design Department. The survey, consisting of 31 questions, assessed students’ familiarity with digital tools and their engagement levels. Analysis with SPSS software revealed that students were most familiar with traditional digital art tools but less so with advanced technologies like Artificial Intelligence (AI), 3D printing, and Augmented Reality (AR). Engagement was highest with familiar tools, while less familiar technologies saw reduced emotional and behavioral involvement despite strong cognitive engagement driven by curiosity and motivation to learn. The study highlights the direct relationship between familiarity and engagement, suggesting that greater exposure to digital tools can enhance voluntary participation and skill development. These findings offer insights into integrating digital technologies into art education and call for further research to include educators perspectives for a broader understanding of engagement in art classrooms.
Art education , Classroom integration , Cognitive engagement , Digital technologies , Student engagement
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Department of Art Education, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
Department of Art Education
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