Abstract
This study aims to explore the impact of a digital learning program on the motivation and well-being of students in the art industry in China. The use of competitive digital tools as a means of self-expression contributes to effective academic performance and employment. The study covered 82 first-year students from the [The Guangzhou Academy of Fine Arts] Academy. The sample was equally divided into two groups: control and training. The research tools were the Motivated Strategies for Learning Questionnaire (MSLQ) and the Psychological Wellbeing Scale (PWB). The training group received a 16-hour digital painting course. After completing the course, this group showed improvement on the final tests, in particular, on the “Self-Acceptance” and “Mutual Learning” subscales. Their motivation level also increased (285 points on the post-test compared to 250 on the baseline). The control group did not demonstrate any changes in the level of well-being. This fact confirms that lecture training, even in an online format, does not significantly affect motivation. Based on the findings, it is possible to identify effective strategies for develo** an interesting and effective curriculum for students not only in China but also in other countries.
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Funding
Guangdong Graduate Education Innovation Plan Project in 2022 Research on Production-Education Integration Teaching and Practical Application of Ideological and Political Creative Talent Training Project Number: 2022JGXM141.
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All research processes was conducted by Qi An: conceptualization, methodology, software, validation, formal analysis, investigation, resources, writing—original draft preparation, writing—review and editing, visualization, etc.
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The research was conducted ethically in accordance with the World Medical Association Declaration of Helsinki. The study was approved at the meeting of the Ethics Committee of The Guangzhou Academy of Fine Arts.
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An, Q. The effectiveness of using IT in art education to develop learning motivation and psychological well-being. Educ Inf Technol (2024). https://doi.org/10.1007/s10639-024-12601-6
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DOI: https://doi.org/10.1007/s10639-024-12601-6