Document Type : Review Article
Author
Department of Art Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran
Abstract
Introduction: Over the past two decades, digital art education has evolved into a dynamic and interdisciplinary field, experiencing significant transformations with the emergence of advanced technologies such as generative artificial intelligence (AI) and virtual reality (VR). However, systematic analyses of its longitudinal trends, thematic clusters, and research gaps from 1999 to the present remain limited. This study aims to provide a comprehensive scientific mapping and strategic framework for researchers and policymakers.
Methods and Data: The study employs a systematic bibliometric review. Data were extracted from the Web of Science and analyzed using Bibliometrix, VOSviewer, and SciMAT. Analytical approaches included performance analysis, co-occurrence analysis of keywords, co-citation analysis of sources, and thematic evolution mapping.
Findings: The analyses identified two main waves: (1) technology and pedagogy in digital environments (1999–2018), focusing on the feasibility of tools such as Second Life and the web, and redefining the role of art in virtual spaces; and (2) artificial intelligence, gamification, and innovative pedagogy in digital visual arts (2019–2025), emphasizing human experience, assessment, ethics, socio-emotional well-being, and educational equity. Major thematic clusters included “digital and virtual art education,” “post-human art,” “game-based art education,” and “marginal and critical topics.” The United States and the United Kingdom led in citations, while China had the highest publication volume.
Discussion and Conclusion: Digital art education has shifted from a tool-centered approach to a human-centered and ethically oriented field. Remaining research gaps include the lack of longitudinal studies, standardized assessment metrics, and insufficient attention to educational equity and algorithmic bias.
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