ABSTRACT

Purpose: This study is a systematic review of Augmented Reality (AR) technology in the field of art education over the past decade all over the world, with the aim of integrating, evaluating, and disseminating empirical evidence that can inform AR-based teaching theories and practices. Method: Employing the PRISMA framework with predefined search strings and dual-phase screening, 90 qualifying publications were selected from three premier databases: Scopus, Web of Science and ERIC (EBSCO). The literature analysis focused on five core dimensions: (1) specific application areas, including sub-domains of fine art education such as drawing, visual arts, and design; (2) educational setting, covering diverse scenarios from formal classrooms to informal learning environments; (3) technical implementation, involving the operating devices and development platforms; (4) integration with educational pedagogy, exploring how AR technology can be combined with pedagogical theories; and (5) research methods and findings, analyzing the methodologies used to assess the effectiveness of AR technology and their key discoveries. Finds: The results of this study reveal the literatures in terms of development trends and publication patterns, and shed light on the distribution of AR technology, the use of devices, the characteristics of research methods, as well as the findings and outcomes of AR adoption in fine art education. Implications for research and practice: the study discusses the practical significance of AR technology in fine art teaching and proposes key directions for future research.