DESIGNING THE INVISIBLE: RETHINKING GRAPHIC ARTS EDUCATION WITH AR

Abstract

This mini-review studies the transformative power of the Augmented Reality (AR) technology in graphic arts learning within the context of accelerated digital shift, and outlines the role of this technology in providing immersive, interactive and student-centered learning. This study synthesises recent literature from 2020 to 2025 in terms of key pedagogical capabilities, the integration of pedagogical theoretical frameworks and technology acceptance models, technological constraints, and learning outcomes resulting from the integration of AR in graphic design and visual arts learning. Marker-based AR platforms like Adobe Aero and Vuforia are particularly covered in terms of the ease of experiencing increased spatial awareness, live manipulation of design, and creative experimentation as a satisfying balance between theoretical instruction and hands-on practice. The present review also emphasises the importance of integrating theoretical frameworks such as Kolb’s Experiential Learning Framework, Cognitive Load Theory, and the Technology Acceptance Model (TAM) to enhance the understanding of AR pedagogy and user acceptance. The mini-review also reflects on the use of AR in the studio-based and blended learning contexts, identifying that it holds the potential of increasing the motivation of students, enhancing their conceptual learning, and facilitating autonomy of students. Nonetheless, challenges outlined in the review, such as steep learning curves, insufficient educator training, device accessibility challenges, and lack of standardized pedagogical models, as well as long-term evaluation frameworks provide major challenges. Through the integration of challenges and the emphasis on the need for 3D skills, specifically, this review addresses underexplored topics such as the use of AR in three-dimensional modelling, motion graphics, animation, and AR accessibility in less resourceful environments. By highlighting the importance of scalable teaching steps, longitudinal studies, and intensive capacity-building programs, as well as distinguishing between technological innovation, pedagogical innovation, and institutional support, this mini review concludes with fundamental principles to maximise the educational potential of AR.