With the emergence of COVID-19 in 2019, virtual reality technology in education has gained new prominence. Numerous specialists anticipate the significant application of the technology in respective fields, most notably in art instruction. This study aimed to determine the extent to which Chinese university students majoring in art and design utilise virtual reality technology as a supplement to traditional classroom instruction. In this study, which was limited to still life sketching, the researcher examined students' readiness to use virtual reality technology. Oculus Quest2 was used as a teaching tool in the classroom. This study's objective was to create the framework for the subsequent research phase. A questionnaire survey was used to obtain data for the investigation. The study population included Chinese university students between 18 and 23. However, a study of 226 first- to third-year university students majoring in art or design was conducted. Tencent distributed the questionnaire via WeChat’s mini-program. T-test was used to analyse the data collected. The findings showed most students expressed an interest in participating in virtual reality-based still life drawing classes. It entails advancing art education in China to facilitate future art instruction and learning. The findings can guide stakeholders in considering investments in virtual reality technology for still life sketching.
Akdere, M., Acheson, K., & Jiang, Y. (2021). An examination of the effectiveness of virtual reality technology for intercultural competence development. International Journal of Intercultural Relations, 82, 109-120.
Alpert, F., & Hodkinson, C. S. (2018). Video use in lecture classes: Current practices, student perceptions and preferences. Education+ Training.
Beck, J., Rainoldi, M., & Egger, R. (2019). Virtual reality in tourism: a state-of-the-art review. Tourism Review.
Behmadi, S., Asadi, F., Okhovati, M., & Sarabi, R. E. (2022). Virtual reality-based medical education versus lecture-based method in teaching start triage lessons in emergency medical students: Virtual reality in medical education. Journal of Advances in Medical Education and Professionalism, 10(1), 48-53.
Castro, M. D. B., & Tumibay, G. M. (2021). A literature review: Efficacy of online learning courses for higher education institution using meta-analysis. Education and Information Technologies, 26(2), 1367-1385.
Duan, Y. Y., Zhang, J. Y., Xie, M., Feng, X. B., Xu, S., & Ye, Z. W. (2019). Application of virtual reality technology in disaster medicine. Current medical science, 39(5), 690-694.
Gabriel, A. S., Podsakoff, N. P., Beal, D. J., Scott, B. A., Sonnentag, S., Trougakos, J. P., & Butts, M. M. (2019). Experience sampling methods: A discussion of critical trends and considerations for scholarly advancement. Organizational Research Methods, 22(4), 969-1006.
Gunkel, S., Stokking, H., Prins, M., Niamut, O., Siahaan, E., & Cesar, P. (2018). Experiencing virtual reality together: Social VR use case study. In Proceedings of the 2018 ACM International Conference on Interactive Experiences for TV and Online Video (pp. 233-238).
Harrison, H. (2019). The Hidden and Essential Narrative: Language and Visual Art as Learning Tools in STEM. In Promoting Language and STEAM as Human Rights in Education (pp. 201-222). Springer.
Jiang, J., Mok, K. H., & Shen, W. (2020). Riding over the national and global disequilibria: International learning and academic career development of Chinese Ph.D. returnees. Higher education policy, 33(3), 531-554.
Keshner, E. A., Weiss, P. T., Geifman, D., & Raban, D. (2019). Tracking the evolution of virtual reality applications to rehabilitation as a field of study. Journal of neuroengineering and rehabilitation, 16(1), 1-15.
King, A., Prior, H., & Waddington-Jones, C. (2019). Connect resound: Using online technology to deliver music education to remote communities. Journal of Music, Technology & Education, 12(2), 201-217.
Lange, C., & Costley, J. (2020). Improving online video lectures: Learning challenges created by media. International Journal of Educational Technology in Higher Education, 17(1), 1-18.
Lemke, T. (2022). How much zoom is too much? Making asynchronous learning work. In Pandemic Pedagogy (pp. 73-96). Palgrave Macmillan.
Lin, H. -T., Tsai, H. -J., Li, Y. -I., & Hu, W.-P. (2022). Benefits of applying virtual reality in pelvic movement training through a Wii Fit: a randomized controlled trial. BMC Medical Education, 22(1), 47.
Maghool, S. A. H., Moeini, S. H. I., & Arefazar, Y. (2018). An educational application based on virtual reality technology for learning architectural details: Challenges and benefits. ArchNet-IJAR: International Journal of Architectural Research, 12(3), 246.
Marks, B., & Thomas, J. (2022). Adoption of virtual reality technology in higher education: An evaluation of five teaching semesters in a purpose-designed laboratory. Education and information technologies, 27(1), 1287-1305.
Noble, S. M., Saville, J. D., & Foster, L. L. (2022). VR as a choice: What drives learners’ technology acceptance?. International Journal of Educational Technology in Higher Education, 19(1), 6.
Ojala, S., Sirola, J., Nykopp, T., Kröger, H., & Nuutinen, H. (2022). The impact of teacher's presence on learning basic surgical tasks with virtual reality headset among medical students. Medical education online, 27(1), 2050345.
Pallavicini, F., Pepe, A., & Minissi, M. E. (2019). Gaming in virtual reality: What changes in terms of usability, emotional response and sense of presence compared to non-immersive video games?. Simulation & Gaming, 50(2), 136-159.
Pallant, J. (2011). SPSS survival manual: A step-by-step guide to data analysis using SPSS (4th edi.). Allen & Unwin.
Qiao, X., Ren, P., Nan, G., Liu, L., Dustdar, S., & Chen, J. (2019). Mobile web augmented reality. in 5G and beyond: Challenges, opportunities, and future directions. China Communications, 16(9), 141-154.
Shan, Y. (2019). Virtual reality in China: Is there a sustainable business model for virtual reality content enterprises?. Cultural Science Journal, 11(1), 54-67.
Shim, T. E., & Lee, S. Y. (2020). College students’ experience of emergency remote teaching due to COVID-19. Children and youth services review, 119, 105578.
Silva, J. N., Southworth, M., Raptis, C., & Silva, J. (2018). Emerging applications of virtual reality in cardiovascular medicine. JACC: Basic to Translational Science, 3(3), 420-430.
Siemens, G. (2004). Elearnspace. Connectivism: A learning theory for the digital age. Elearnspace. org.
Southgate, E. (2020). Virtual reality in curriculum and pedagogy: Evidence from secondary classrooms. Routledge.
Wong, W. L., Muhammad, M. M., Chuah, K. P., Saimi, N., Ma’arop, A. H., & Elias, R. (2022). Did you run the Telegram? Use of mobile spelling checker on academic writing. Multilingual Academic Journal of Education and Social Sciences, 10(1), 1–19.
Wong, W. L., Muhammad, M. M., Singh, C. K. S., Chuah, K. P., Saimi, N., & Yoong, S. M. (2022). The usage frequency and user-friendliness of online platforms among pre-university students during Covid-19 pandemic. International Journal of Academic Research in Progressive Education and Development, 11(1), 26-37.
In-Text Citation: (Wen et al., 2022)
To Cite this Article: Wen, Q., Zalay@Zali, A. A., Wong, W. L., & Chuah, K. P. (2022). The Willingness of China University Students towards Virtual Reality Technology in Still Life Sketching. International Journal of Academic Research in Business and Social Sciences, 12(4), 525–532.
Copyright: © 2022 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
