Socially Interactive Approaches and Digital Technologies in Art Education: Developing Creative Thinking in Students During Art Classes

3.1 Developing Creativity in Art Education

Creativity in art education and artistic practice is defined as the ability to generate original ideas, express new concepts, and find unconventional solutions in the process of creating artworks (Runco & Jaeger, 2012). In the context of visual arts education, creativity moves beyond the mechanical reproduction of techniques and methods; it involves a profound understanding of artistic principles, the capacity for experimentation, and the critical interpretation of visual language (Lubart, 2017).

Various theoretical models offer insights into the mechanisms of creative thinking, specifically within the domain of art education. Guilford (1967) proposed a model associating creativity with divergent thinking – the ability to produce multiple solutions to a single problem. In art education settings, this manifests through students’ ability to interpret artworks from multiple perspectives, experiment with different materials, and combine unexpected elements during artistic creation.

One of the earliest structured models of the creative process was introduced by Wallas (1926), who outlined four stages: preparation, incubation, illumination, and verification. In art education, these stages correspond to specific activities: preparation occurs through research and mastering techniques; incubation through reflective activities or breaks from active creation; illumination through sudden bursts of inspiration; and verification through critique and refinement of the artwork. This model remains highly relevant today for structuring the creative learning experience in art classes.

Csikszentmihalyi (1996) introduced the concept of “flow” – a mental state in which individuals are fully immersed in a creative activity. In the educational context, facilitating a state of flow during artistic work fosters deep concentration, encourages experimentation with artistic forms, and supports the development of a unique personal style among students.

Amabile (1996) proposed the componential model of creativity, emphasizing three critical factors: domain-relevant skills (expertise), creative thinking skills, and intrinsic task motivation. In art education, this model underscores the importance of both technical mastery and the cultivation of internal motivation through engaging, meaningful, and student-centered artistic tasks. Creativity, therefore, is seen not as an innate trait but as a skill developed through structured educational experiences and supportive artistic environments.

The development of creativity within art education is closely linked to the use of socially interactive methods that stimulate independent exploration, active analysis of artworks, and hands-on engagement with diverse artistic media (Hetland, Winner, Veenema, & Sheridan, 2013). Such approaches not only teach students technical competencies but also foster environments that promote self-expression, inquiry-based learning, and original thinking (Csikszentmihalyi, 1996).

The development of artistic creativity is influenced by environmental factors, inspiration, accumulated experience, educational practices, and experimentation, particularly in the field of visual arts. Creative environments that offer access to artistic materials, opportunities for cultural exploration, interactive collaboration with peers, and consistent mentorship significantly enhance creative capacities (Glăveanu, 2014). Research shows that exposure to artistic discussions and critical analysis helps expand perceptual frameworks, encouraging students to engage more deeply with visual culture (Sawyer, 2012).

Sources of inspiration in art education can stem from natural phenomena, architectural structures, philosophical ideas, and diverse cultural traditions (McIntyre, 2016). Creative students often explore art history, engage in stylistic experimentation, and critically examine the works of predecessors to develop their own distinctive visual language. Recent research emphasizes the importance of reflective practices and mindful observation of the environment as foundations for cultivating original artistic styles (Finke, Ward, & Smith, 1992).

Gaining experience through continuous artistic practice remains a key component of creativity development. Through his concept of “deliberate practice,” demonstrated that repeated refinement and focused effort in artistic skills lead to innovative ideas and creative breakthroughs. Students who master a broad range of technical skills are better equipped to integrate traditional techniques with innovative artistic approaches, ultimately producing original and meaningful artworks.

3.2 Theoretical Frameworks Supporting Interactive Learning

In the context of art education, socially interactive approaches represent modern strategies that actively engage students in the learning process, fostering independent exploration, critical analysis, and creative interaction with artworks. These methods are particularly valuable for enhancing students’ perception of art and developing creative, analytical, and critical thinking skills. Unlike traditional passive learning, often limited to observing or reproducing artistic techniques, socially interactive methods create dynamic, student-centered experiences that emphasize deep engagement with artistic materials (Manovich, 2017; Martindale 1999).

Interactive methods in art education encompass both traditional forms – such as discussions, hands-on workshops, and project-based learning – and digital innovations, including virtual museum tours, AR applications, and multimedia platforms (Goryacheva, 2022). This duality highlights that interaction can occur not only through technological tools but also through direct human engagement with art and peers. The core value of these approaches lies in their ability to transform students from passive recipients into active participants capable of critically analyzing, interpreting, and creating artworks. Discussions encourage the exchange of ideas and develop argumentative skills, while workshops provide practical experiences that deepen understanding of creative processes (Acomi et al., 2023). Digital tools further enhance observational skills and unlock new dimensions of creative thinking, making art learning more accessible and engaging.

Various theoretical models provide insights into the effectiveness of these interactive strategies in fostering student engagement and creative development. Bandura’s Social Cognitive Theory (1999) emphasizes learning through observation and modeling, encouraging analytical thinking in the art classroom. Deci and Ryan’s Self-Determination Theory (2012) highlights the role of autonomy, competence, and positive social connections in motivating students to explore and express artistic ideas independently. Lazarus and Folkman’s Transactional Model of Stress and Coping (1984) points out that a supportive educational environment, enriched with interactive methods, can mitigate stress and foster resilience, thus enhancing students’ creative risk-taking and emotional engagement (Goh, Sawang, & Oei, 2010). Methods such as art analysis allow students to cope with potential challenges by providing a safe space for expressing their thoughts (Table 1).

Together, these theories highlight the effectiveness of socially interactive approaches in deepening the understanding of art and fostering students’ creative and analytical abilities (Figure 1).

Figure 1

Comparative framework: Exploring differences and overlaps between social cognitive theory, self-determination theory, and transactional model of stress and coping (Bandura, 1999; Deci & Ryan, 2012; Goh et al., 2010).

The studies by Saif (2023) and Tomljenović (2015) focus on key aspects of art education, emphasizing the importance of socially interactive methods in fostering student development. Saif highlights the common features of art education theories, such as personal growth, the interplay of external and internal factors, and the support of students’ potential, making socially interactive methods an effective tool for developing analytical and creative abilities. Tomljenović, on the other hand, investigated the impact of interactive approaches through a pedagogical experiment involving 285 primary school students. The study revealed that the experimental group (EG) demonstrated a deeper understanding of artistic terminology, confident use of materials and techniques, and greater creativity in problem-solving compared to the control group (CG). These findings support Saif’s conclusions that socially interactive methods create an environment conducive to comprehensive student development, stimulating their creative thinking and analytical skills.

Buchkivska, Greskova, Kachurynets, Tsyhaniuk, and Mozoliuk (2024) conducted a study that demonstrated the significant impact of interactive art projects on the development of creative abilities in future specialists in music and visual arts. The EG, which participated in such projects, showed better results compared to the CG, which was taught using traditional methods. Students in the EG exhibited higher scores in idea generation (p = 0.04) and cognitive flexibility (p = 0.02), indicating significant improvements in creative skills through the use of modern technologies, multimedia tools, and collaborative work on creative tasks. These findings highlight the effectiveness of interactive methods, enabling students to engage more actively in the educational process and develop divergent thinking. The study confirms the necessity of integrating interactive approaches into educational programs to prepare professionals capable of effectively adapting to the modern challenges of art.

Burnard and Swann (2010), in their study, demonstrated how students’ interaction with professional artists in creative workshops influences their creative development, emotional engagement, and educational relationships. Using a post-facto qualitative interpretative method, the authors collected data through semi-structured interviews with 27 students aged 11–19 who participated in interactive activities, such as collaborative composition and performance, over 18 months. A notable feature of the study was the use of unconventional educational spaces – museums, cathedrals, and outdoor venues – which encouraged students to adopt a non-traditional approach to learning. Participants perceived the artists as “experts” and “companions” rather than traditional instructors, fostering trust, independence, and a sense of their role as genuine creators. Moreover, working with artists enhanced emotional engagement, boosted confidence, creativity, and students’ willingness to take risks. The use of unconventional spaces amplified the authenticity of the learning experience, inspiring the creation of unique compositions and strengthening motivation for creativity (Burnard & Hennessy, 2006). These findings underscore the importance of collaborating with professional artists to cultivate a profound and multifaceted educational experience.

3.3 Empirical Evidence on the Effectiveness of Socially Interactive Approaches

Samaniego, Usca, Salguero, and Quevedo (2024) examined educational methods and techniques aimed at fostering creative thinking, with a particular focus on their application in art and design. The results confirm that the STEAM approach (Science, Technology, Engineering, Arts, and Mathematics) is the most popular due to its interdisciplinary nature, which stimulates creative thinking by integrating various fields of knowledge. Key methods identified for enhancing creativity include project-based learning, hands-on learning, and collaborative work, all of which encourage students to actively participate in the educational process. Among the most effective techniques highlighted are drawing, painting, brainstorming, art analysis, and reflective exercises such as journaling, which enable students to develop their creativity through self-expression and self-analysis. A significant aspect of the study was the confirmation of the high effectiveness of digital technologies, such as VR and multimedia platforms, which make the learning process more interactive and engaging, thereby significantly improving its efficiency.

The importance of creativity in education has been widely discussed (An & Youn, 2018), but there is still no universal definition of this concept. Psychological literature identifies traits of a creative individual, such as the ability to think outside the box, find connections between seemingly unrelated ideas, and challenge existing norms (Peterson & Pattie, 2022). Despite numerous classroom experiments aimed at fostering creative thinking, particularly in fields such as science and mathematics, these efforts often do not align with current pedagogical practices. Although Monahan, Munakata, and Vaidya (2019) focus broadly on interdisciplinary learning, their insights are highly relevant to art education. By fostering connections across disciplines, students in art classes can develop deeper analytical and creative thinking skills, enabling them to produce more complex and meaningful artistic expressions. The authors propose rethinking education as a complex system, akin to a network of interconnected disciplines. Drawing inspiration from the American liberal arts education model, which provides a holistic perspective by introducing students to various fields of knowledge, they argue that mere exposure to multiple disciplines is insufficient. Creativity does not arise from isolated ideas but from the ability to identify and utilize deep, fundamental connections between disciplines. This concept reimagines traditional educational approaches, emphasizing the need for interdisciplinary integration to foster creativity in students. The importance of creativity in education cannot be overstated, as it is essential for solving modern problems that require innovative thinking. However, in traditional twentieth-century educational systems, creativity is often suppressed due to disciplinary isolation, where learning revolves around specialized subjects, leading to a limited perception of knowledge.

Huang, Jong, Tsai, and Shang (2024) highlight the importance of integrating knowledge across fields, a principle increasingly applied in contemporary visual arts education. Such interdisciplinary approaches encourage art students to draw on diverse sources of inspiration and to view artistic creation through multiple cognitive lenses, thereby enhancing their creative capacity.

The observations by Dombrowski (2022) about creativity emerging at the intersection of diverse ideas also find direct application in art education, where students are encouraged to blend techniques, styles, and conceptual frameworks from various domains, leading to the creation of innovative artworks.

The study by Swanzy-Impraim, Morris, Lummis, and Jones (2024) highlights the significant role of secondary visual arts education in developing critical thinking and creativity as integral components of personal growth. Ghana’s 2019 National Pre-Tertiary Curriculum Framework emphasizes creativity as one of the core goals for all learners, making it essential for visual arts teachers to adopt creative pedagogical approaches aimed at fostering creative thinking. In a multi-site qualitative study conducted in public secondary schools in the city of Sekondi-Takoradi, the perceptions and practices of teachers regarding creative pedagogies were examined. The results revealed a disconnect between teachers’ stated beliefs about the importance of fostering creativity and their actual pedagogical practices, which were primarily teacher-centered. Although visual arts inherently support the development of creativity, the observed teaching methods were less interactive and insufficiently engaging for students in the processes of creative thinking. This discrepancy highlights the need for a more contextualized integration of creative pedagogies into Ghana’s secondary visual arts education program. Bridging the gap between perception and practice will enable the program to better support teachers in aligning their methods with curriculum goals, ultimately enriching students’ educational experiences and enhancing their creative potential.

The study by Al-Mahasneh (2018) emphasizes the critical role of teachers in creating an environment that fosters creative thinking among primary school students in Tafilah Governorate (Jordan). Using a descriptive statistical method and a validated questionnaire comprising 45 items divided into five dimensions – “Teaching Strategies,” “Material Resources,” “Extracurricular Activities,” “Personal Qualities,” and “Assessment Strategies” – the research provides valuable insights into teachers’ perceptions of their role in stimulating creativity. The results showed that the overall assessment of teachers’ efforts was moderate. The highest score was given to the dimension “Personal Qualities,” indicating the significant impact of teachers’ individual characteristics on creating a creative environment. In contrast, “Material Resources” received the lowest score, pointing to deficiencies in resources or their utilization for fostering creativity. This underscores potential gaps in the infrastructure or tools necessary for developing creative thinking.

Based on these findings, the study proposed the following recommendations:

1. Revising teacher training programs: Incorporating specific strategies and methods for developing creative thinking.

2. Enhancing school curricula: Enriching primary school programs with materials and assignments aimed at fostering creativity.

3. Providing resources and materials: Addressing deficiencies in material resources to equip teachers with the tools necessary for creative work with students.

Implementing these recommendations will allow schools to more effectively support teachers in their critical role, ensuring the development of creative thinking in students from an early age.

To further illustrate how socially interactive methods can specifically foster critical and creative thinking in art education, strategies proposed by Abbots College (ADvTech, 2023) offer practical insights into classroom applications within the visual arts context (Table 2).

This table highlights key strategies in art education that foster critical thinking and creativity by engaging students in diverse and interactive approaches. Open-ended creative projects encourage free self-expression, problem-solving, and refinement of technical skills, while art analysis enhances visual perception and analytical thinking through in-depth discussions. Combining art with storytelling strengthens imagination and narrative skills, and integrating art with academic subjects such as mathematics and science bridges creative and logical thinking, promoting interdisciplinary learning. Together, these methods create an enriched educational environment where students develop the critical and creative thinking skills essential for personal and academic growth.

The article by Şenel and Döş (2024) examines the use of the “Artful Thinking” program as a pedagogical tool for developing critical thinking skills in sixth-grade students. Developed as part of Harvard University’s Project Zero, the “Artful Thinking” program emphasizes the interpretation and discussion of artworks to enhance cognitive abilities and critical engagement. The study was conducted as an action research project in a middle school in Gaziantep, Turkey, involving 23 students and their teacher over 8 weeks. Participants analyzed 24 artworks, engaging in discussions that stimulated critical thinking skills through reflective questioning. The results revealed significant improvements in critical thinking abilities, art perception, and the capacity to express thoughts. Students demonstrated increased curiosity, analytical thinking, and creative imagination, with positive perceptions of art increasing by 36%. Teachers observed improvements in students’ ability to synthesize ideas, empathy, and creative self-expression. The program placed particular emphasis on aspects such as argumentation, exploring multiple perspectives, and identifying complexities, aligning with the goals of Turkey’s national education standards.

The article by Garcia Lazo and Smith (2014) explores how visual arts education can be utilized to develop critical thinking skills in students. In the context of New Zealand’s educational system, where critical thinking is a key competency, the study examines the role of visual imagery and visual literacy in shaping cognitive abilities. Using an a /r/tographic approach, which integrates art, research, and teaching, the authors investigate how visual arts teachers can guide students in analyzing and creating meaningful artworks. The research was conducted in two secondary schools with culturally diverse student populations, employing methods such as interviews, observations, and artistic processes. The findings highlight the importance of a student-centered approach that encourages critical engagement with artists’ models and visual culture. Effective strategies included discussions of visual elements, cycles of reflective creativity, and exploring connections between students’ personal interests and artistic themes.

Bowen, Greene, and Kisida (2014) investigate the impact of visual art activities on the development of critical thinking skills in students. The study was conducted as a large-scale randomized controlled trial involving 3,811 students who participated in a school tour program at the Crystal Bridges Museum of American Art. The experiment utilized a lottery-based allocation of students, providing a rigorous comparative evaluation between groups that visited the museum and a CG. The main findings of the study revealed that students who participated in the museum tour demonstrated significantly higher critical thinking skills, particularly in areas such as observation, interpretation, and cognitive flexibility. These effects were more pronounced among students from disadvantaged backgrounds, including those in rural areas and low-income schools, highlighting the potential of museum experiences to reduce educational inequalities. Despite the brevity of the intervention (a single-day museum visit supplemented with pre- and post-visit activities), it proved effective in enhancing students’ ability to analyze and interpret unfamiliar works of art.

Velde (n.d.) presents an innovative approach to integrating creative arts into the teaching of ethnography to enhance critical thinking skills. The use of artistic tools such as drawing, sculpture, and reflective writing enables students to delve deeper into abstract ethnographic concepts while encouraging them to reflect on and reevaluate their own biases and assumptions. For example, students use watercolor or create “sculptures” to visualize methodological errors in research, making abstract ideas more concrete and accessible. This approach transforms the learning process into an active experience where students must analyze, evaluate, and defend their interpretations, developing critical thinking skills such as reasoning, analysis, and self-reflection. Additionally, the learning environment becomes a space for collaboration, where instructors model critical inquiry and open dialogue, encouraging students to critically assess diverse perspectives. Peer discussions and feedback on artistic outputs further enrich the educational experience, allowing students to refine their views and analytical abilities. This innovative synthesis of creative arts and academic research highlights the potential of interdisciplinary teaching, which bridges abstract theory with practical application, offering students a more dynamic and meaningful learning experience. The study also demonstrates the broad possibilities of using art as a powerful tool for fostering critical engagement across various disciplines.

However, several open questions remain regarding the development of critical thinking through creative arts. These include the measurability of outcomes and the universality of the approach. It is necessary to understand how accurate the tools for assessing critical thinking are and whether such methods are suitable for technical disciplines. Questions also arise about teacher preparation, resource availability, and how to account for individual differences among students, including their level of interest in art. Additionally, it is important to examine the impact of creative methods on overall academic performance and their long-term effect – whether critical thinking skills persist after the course ends. Cross-cultural aspects also play a significant role, as approaches effective in one culture may not work in another. Moreover, the ethical dimension requires attention: how to ensure an inclusive and safe environment where every viewpoint is heard. These issues underscore the need for further research and the refinement of methodologies (Winner, Goldstein, & Vincent-Lancrin, 2013).

The next direction of research could focus on examining the impact of students’ active participation in creative processes on the development of their artistic skills and perception of art.

Alimen, Poral, Magpantay, Quiros, and Azarcon (2021) explore the influence of creative interaction practices on the development of creativity within art history courses in higher education. The study involved 134 students and employed a descriptive-correlational design to assess the level of creative interaction and its impact on the development of creative skills. Reflective assignments and surveys served as the primary data sources. Key findings revealed that the level of students’ creative interaction in art history classes was rated as high, with no significant differences observed between male and female participants. Creative interaction emerged as an important factor in fostering creativity, showing a moderate positive correlation between engagement levels and creative skills. Students highly valued activities such as exploring local art, developing social sensitivity, and participating in art exhibitions, which enhanced their connection to cultural heritage and self-expression.

The study emphasizes that creative interaction in art not only develops artistic and cognitive skills but also improves emotional well-being and self-awareness. Students reported increased confidence, imagination, and problem-solving abilities, as well as the transformative effects of participating in collaborative art projects. These findings highlight the importance of integrating creative methodologies into art history curricula to ensure holistic learning and cultural enrichment.

Alghufali (2024) examines how participation in artistic activities influences the development of creative thinking in early childhood. Based on Piaget’s theory of cognitive development and Gardner’s theory of multiple intelligences, the study underscores early childhood as a critical period for fostering creativity through artistic interaction. The research emphasizes the need for creative curricula that integrate art-based learning instead of rote memorization methods.

The authors propose a balanced approach that combines child-centered methods with directive teaching strategies to maximize children’s development. Artistic activities significantly enhance fluency, flexibility, originality, and elaboration in thinking, which are cultivated through drawing, sculpting, and other forms of visual self-expression. These activities promote cognitive, emotional, and social growth. The study establishes a strong positive correlation between creative thinking programs, participation in artistic activities, and the educational environment. However, limitations were noted in the accessibility and frequency of creative opportunities provided.

The study by Chacón-López and Maeso-Broncano (2023) examines the impact of participation in artistic activities on the development of creative thinking, self-esteem, and barriers to creativity among education students in Spain. This research addresses a gap in the literature regarding the role of artistic interaction in the training of future educators, focusing on students from two public universities. Students who participated in artistic activities demonstrated higher levels of narrative and graphic creativity, as well as overall creativity, although differences in graphic creativity were near the threshold of statistical significance. Differences in preferences for artistic activities between male and female participants were observed but not extensively discussed. The findings underscore the benefits of artistic activities, particularly in enhancing narrative and graphic creativity. While levels of self-esteem and barriers to creativity showed no significant differences, the positive impact on creative development reinforces the necessity of integrating artistic activities into teacher training programs. Such inclusion could better equip future teachers to foster creativity in their students. The authors also highlight the need for further research to explore the long-term effects of participation in artistic activities during teacher training, as well as to analyze gender differences in preferences and engagement in these activities.

The article by Egana-delSol (2023) examines the effects of a Chilean program implemented in public schools, where professional artists conducted workshops in painting, music, and dance. Students who participated in the program over several semesters showed greater engagement in cultural activities (e.g., visiting museums, creating crafts) and were 16% more likely to express a desire to pursue higher education, highlighting the program’s impact on their cultural and educational aspirations.

However, the program demonstrated limited influence on socio-emotional skills such as self-confidence, indicating a need for improved assessment tools. These findings emphasize the potential of integrating art-based programs into educational systems to foster creativity, academic growth, and cultural awareness, particularly in underprivileged communities.

Duh (2016) examines how fostering aesthetic perception of art in preschoolers contributes to the development of their communication skills. Exposure to artworks and subsequent discussions significantly improved the children’s ability to verbalize their perceptions and emotions. Systematic guidance helped them expand their vocabulary, enabling effective descriptions of shapes, colors, and compositions. Gradual unveiling of the artwork proved to be an effective method, allowing children to focus on details and form their interpretations step by step.

Mohammed, Keshar, and Ibrahim (2022) explore the role of artistic activities in fostering creativity among elementary school students. Conducted through the Department of Art Education at King Faisal University, the study involved 20 third-level students participating in summer programs. Artistic activities such as ceramics, drawing, photography, weaving, and metalworking significantly enhanced the students’ creative thinking skills, including intelligence, preparation, and problem-solving abilities. Statistical analysis revealed a substantial increase in creativity following the intervention, with the average creativity score rising from 2.33 to 3.52 on the creativity scale.

3.4 Digital Technologies in Enhancing Art Perception and Learning

Sun (2024) explores the transformative potential of digital technologies in children’s aesthetic education within museums, emphasizing their role in enhancing interactivity, engagement, and cultural understanding. The study highlights how advanced technologies such as artificial intelligence (AI) and AR enhance students’ ability to experiment with artistic techniques, create digital paintings, and develop spatial composition skills. By integrating AI-assisted drawing applications and AR-enabled sculpture workshops, these technologies encourage students to actively engage in the creative process rather than passively consuming artistic content. This demonstrates the crucial role of digital tools in fostering creativity within formal art education settings, expanding the boundaries of traditional artistic instruction.

These innovations not only spark children’s interest in art and culture but also foster deeper and more meaningful learning. Empirical studies demonstrate how digital technologies are transforming children’s museum exhibits, making them more engaging and educational. For instance, AI-based exhibits adapt to children’s responses, while AR provides hands-on opportunities to explore artistic and cultural concepts. These approaches stimulate curiosity and critical thinking, connecting children with broader cultural and environmental themes.

Digital technologies are a valuable complement to traditional methods of aesthetic education. In addition to enriching art education, they integrate scientific knowledge, technological expertise, and cultural narratives, providing a comprehensive educational platform. Notably, the study emphasizes global themes such as sustainable development, environmental protection, and cultural heritage, aligning with the concept of a shared future for humanity.

An’s study (2024) examines the impact of a digital learning program on the motivation and well-being of art students in China, focusing on the use of competitive digital tools for self-expression and academic development. Participants in the training group showed significant improvements in well-being and motivation, with motivation levels increasing from 250 to 285 points after completing the course, confirming the effectiveness of the digital painting course in enhancing student engagement.

The article by Xia, Deng, Tao, Zhang, and Wang (2024) explores the role of online digital art exhibitions as a restorative tool for improving the psychological well-being of Generation Z in the post-pandemic era. Given that Generation Z is “digital natives,” the study addresses an important gap by examining how digital media platforms, particularly online exhibitions, can serve as therapeutic tools. Using the Stimulus–Organism–Response (S-O-R) model and the theory of restorative environments, the study analyzes participants’ psychological responses to website aesthetics and their impact on place attachment and loyalty behavior.

An online digital art exhibition was organized on the popular ZEPETO platform, and data were collected from 332 Generation Z participants through an online survey. The results highlight the importance of website aesthetic elements, including four key factors: coherence, novelty, interactivity, and immersion, with immersion emerging as the most significant factor. The study also found that perceived restoration and place attachment are strong predictors of loyalty behavior, indicating that users who feel an emotional connection to the exhibition are more likely to return and continue engaging with it.

Chen and Mokmin (2024) examine the integration of AR technology into visual arts education, focusing on the development of creative thinking and artistic interpretation skills. The study employed a quasi-experimental design involving 60 sixth-grade students, who were divided into an EG (which utilized an AR-based card game) and a CG (which engaged with a traditional card game). The results indicated that students in the EG demonstrated enhanced abilities in understanding artistic symbolism and abstract concepts, confirming the educational effectiveness of AR technologies in art education. AR facilitated a reduction in cognitive load and made the process of artistic analysis more accessible while also fostering critical engagement with visual elements. This aligns with the notion that digital technologies promote deeper analysis of artworks rather than mere memorization of facts (Amabile, 1996). Furthermore, AR-based games encouraged experimentation with artistic imagery, thereby strengthening students’ creative thinking and making the process of art perception more meaningful and engaging.

The study by Temirova, Nematov, and Alieva (2019) presents a pedagogical experiment aimed at analyzing the impact of interactive strategies on student engagement and cognitive activity. The study involved eighth-grade students who were divided into control and EGs. The EG was exposed to interactive methods, such as discussions, project-based learning, gamification, and the use of digital technologies, including virtual museum tours and multimedia platforms. The results demonstrated that implementing interactive approaches significantly increased students’ motivation, their ability to analyze and interpret artworks, and their creative thinking skills. Compared to students taught using traditional methods, those in the EG exhibited a deeper understanding of the material, more active participation in the learning process, and a greater interest in studying art.

This example confirms the effectiveness of the interactive approach, aligning with the core principles of Self-Determination Theory (Deci & Ryan, 2012), which emphasizes the role of autonomy, competence, and social interactions in student motivation. Furthermore, the study illustrates that digital technologies, such as AR and multimedia platforms, can significantly enhance the educational process by making it more dynamic and accessible.

Zhang (2024) explores the innovative use of multimedia technologies to make Chinese poetry more accessible and engaging, particularly for younger audiences in the digital age. Recognizing the cultural significance of poetry in China, the study emphasizes how contemporary music infused with classical poetic lines can serve as a bridge between traditional literary heritage and modern cultural self-expression.

The study analyzes the effectiveness of multimedia tools for promoting poetry through educational blogs and their impact on learning outcomes and audience engagement. Students in the EG who used multimedia tools demonstrated better comprehension of the material and achieved higher scores compared to those taught through traditional methods.

The integration of socially interactive approaches and digital technologies in art education presents a range of advantages, such as enhanced student engagement, broader accessibility, and the cultivation of twenty-first-century skills. Nevertheless, these approaches also entail certain limitations, including high resource demands, technological barriers, and the potential neglect of traditional artistic practices. Achieving an effective balance requires careful attention to cultural and infrastructural factors, substantial investment in teacher training, and the thoughtful combination of conventional pedagogies with innovative digital tools (Table 3).

As illustrated in Table 3, digital technologies – such as AR and gamification – significantly contribute to increasing student engagement by providing immersive and interactive learning experiences. These tools also support the acquisition of essential 21st-century competencies, including critical thinking, creativity, and digital literacy. Moreover, socially interactive approaches embedded within the STEAM framework (Science, Technology, Engineering, Arts, and Mathematics) promote interdisciplinary learning and better prepare students for the demands of an increasingly technology-driven world (Goos, Carreira, & Namukasa, 2023). Online tools democratize art education, reaching students in remote or underserved regions, as noted by Dobrovolska, Mosendz, Symonenko, Manaylo-Prykhodko, and Zaitsev (2023). However, excessive reliance on digital tools may diminish attention to fundamental art techniques, such as drawing or sculpture, which remain essential for artistic development. This challenge is highlighted in the findings of the European Parliamentary Research Service (2019), where traditional skills risk being overshadowed by digital media. Dependence on technology may also limit students’ ability to solve creative problems independently without digital support, reducing their adaptability in non-digital contexts. The application of interactive teaching methods and digital technologies thus comes with a range of limitations. For example, the high cost of infrastructure and teacher training creates barriers, particularly in rural or underserved areas (Zickafoose et al., 2024). These limitations can exacerbate educational inequality, restricting access to advanced tools. The effectiveness of such methods can vary depending on the cultural context. Additionally, measuring the impact of socially interactive methods on creativity and educational outcomes remains a challenge due to the subjective nature of art education.

The integration of digital technologies and socially interactive methods into art education presents significant opportunities but requires overcoming various barriers (Table 4). Combining classical techniques with innovative approaches helps preserve fundamental skills while leveraging the capabilities of digital tools. For instance, traditional drawing classes can be supplemented with art analysis using multimedia, as demonstrated in studies by Asare, Walden, Aniagyei, and Emmanuel (2023). The need to develop standardized metrics for assessing the impact of technologies on creativity has been emphasized in research such as Bereczki and Kárpáti (2021), which focuses on creating new methodologies to evaluate engagement and outcomes. Providing affordable or free digital tools could be a crucial step in removing barriers in underserved regions. For example, using online blogs to popularize Chinese poetry (Liu, Mazanec, & Tharsen, 2018) illustrates how digital platforms can expand access to art. Alternating between digital and manual teaching methods can help students develop independent, creative skills. This approach also reduces over-reliance on technology, positioning it as a supplementary tool rather than the primary means of education.

Adapting educational materials to the cultural context of students enhances their engagement and understanding. For instance, Xiao et al. (2022) emphasized that multimedia can be a powerful tool in the Chinese cultural context but requires adjustments for other regions. Regulating screen time and incorporating breaks for physical activity help maintain students’ health, particularly during extended digital projects.

Teacher training programs should focus on developing educators’ skills in using digital tools, as proposed by Howard, Tondeur, Ma, and Yang (2021). This would enable teachers to integrate technology into education with minimal time and effort.

These steps highlight the need for a comprehensive approach to integrating digital technologies into art education. Effective implementation requires efforts to address resource and cultural barriers, enhance teacher training, and maintain a balance between traditional and digital methods. Following the proposed steps will help create an inclusive and dynamic educational environment that meets the modern needs of students while preserving the fundamental principles of art education.

While digital technologies enrich the process of art education, it is essential to consider their impact on the development of traditional artistic skills. Research suggests that excessive reliance on digital tools may lead to a decline in interest and proficiency in areas such as painting and sculpture. For instance, Zaevskaya (2024) notes that despite the advantages of digital technologies, there is a risk of reduced attention to traditional techniques. This highlights the need to integrate digital technologies in a way that complements rather than replaces traditional methods, ensuring a balanced development of artistic skills among students.