Immersive Models and Methodological Proposals for Art Education through AR and VR: a case study on Caravaggio

Authors

  • Valentina Certo Department of Cospecs, University of Messina, Italy
  • Andrea Nucita Department of Cospecs, University of Messina, Italy
  • Francesco Paolo Campione Department of Cospecs, University of Messina, Italy
  • Rosa Angela Fabio Department of Biomorf, University of Messina, Italy
  • Saverio Autellitano Independent Researcher, Visual Designer, Italy

DOI:

https://doi.org/10.13129/3035-062X/prnr-5330

Keywords:

virtual and augmented reality, art education, digital technologies, teaching art appreciation, Caravaggio

Abstract

This article explores the use of immersive digital technologies—particularly Virtual Reality (VR) and Augmented Reality (AR)—applied to the teaching of art history, with the aim of enhancing learning processes, active participation, and student engagement during workshops or thematic lessons. The study seeks to highlight the potential, methodologies, limitations, and critical aspects of digital-based teaching, focusing especially on the interactive and engaging approach fostered by the sense of “immersion” within the artwork (the recreation of an original work designed specifically for this purpose). Finally, a pedagogical laboratory methodology is proposed for implementation in educational settings, structured into five phases: theoretical introduction, immersive experience, reflection, creative reworking, and presentation. The educational model, applicable to any artist or artistic movement, is illustrated through the case study of Caravaggio. The contribution aims to outline a model for teaching art history that integrates the pedagogical tradition of the laboratory with new digital technologies.

 

 

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Published

2025-12-31

Issue

Vol. 2 No. 2 (2025)

Section

Methodological Articles

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