Exploration of the Educational Design Path for Integrating VR and AR Technologies into Art Teaching from the Perspective of Immersive Aesthetics

Abstract

Currently, art education has significant problems of superficial aesthetic experience and lack of context. Virtual Reality (VR) and Augmented Reality (AR) are capable of creating high-sense, real-life virtual or extended environments. Based on the theory of immersive aesthetics, this paper studies the concepts of flow and present-perception, and investigates teaching design strategies for VR/AR in art classes. Based on the experience of building first-class virtual simulation courses by the Ministry of Education, drawing inspiration from the assertion that active practice is better than passive listening in the Learning Pyramid, and incorporating feedback on the use of resources such as "Panoramic Forbidden City" and "Digital Treasure Cave" in the classroom, four design principles have been proposed: contextualisation, embodied interaction, emotional mapping and aesthetic distance. Based on this, a three-stage progressive framework of "sensory envelopment—interactive narration—aesthetic creation" is established. The study also indicates that teachers' skills in new technologies are lacking, and the assessment system emphasizes memorisation of knowledge too much. There is a demand for an improved system of evaluation in art education. It is not merely an addition of technical tools in this design; rather, the goal is to cultivate the sense of aesthetics in students. The implementation will be based on the convenience of technology, the aesthetic value of the content, and the ecological support of co-construction by teachers and students.