The Influence of Art Teachers’ Technological Pedagogical Content Knowledge (TPACK) on Art Students’ Online Learning Engagement

Chunfeng Yang; Tiantian Fu; Shujing Wu

doi:10.2991/978-94-6463-750-2_33

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The Influence of Art Teachers’ Technological Pedagogical Content Knowledge (TPACK) on Art Students’ Online Learning Engagement

Authors

Chunfeng Yang¹, Tiantian Fu¹, Shujing Wu²^{, *}

¹Shandong Yingcai University, Jinan, 250000, P. R. China

²Guangzhou Institute of Science and Technology, Guangzhou, 510540, P. R. China

^*Corresponding author. Email: 258016501@qq.com

Corresponding Author

Shujing Wu

Available Online 15 June 2025.

DOI: 10.2991/978-94-6463-750-2_33 How to use a DOI?
Keywords: Technological Pedagogical Content Knowledge; Online Learning; Engagement
Abstract: This study examines the impact of art teachers’ Technological Pedagogical Content Knowledge (TPACK) on art students’ online learning engagement. A survey of 102 art education teachers from comprehensive universities in Shandong Province, China, was conducted to explore how different TPACK components (TK, PK, CK, TCK, TPK, PCK, and overall TPACK) influence students’ online learning participation. The research investigates the relationship between art teachers’ TPACK and student engagement, proposing teaching strategies based on the TPACK framework to help art teachers better integrate technology, pedagogy, and content knowledge. The study hypothesizes that CK, PK, and TK positively affect various TPACK components, and that overall TPACK has a positive impact on student engagement, self-efficacy, and teaching effectiveness. The research method employed is Structural Equation Modeling (PLS), which was used to analyze the data and test the hypothesized relationships. The findings reveal that higher levels of TPACK in art teachers lead to improved student engagement in online learning, offering valuable insights into optimizing online art education by fostering teachers’ TPACK.
Copyright: © 2025 The Author(s)
Open Access: Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title: Proceedings of the 2025 4th International Conference on Educational Innovation and Multimedia Technology (EIMT 2025)
Series: Atlantis Highlights in Social Sciences, Education and Humanities
Publication Date: 15 June 2025
ISBN: 978-94-6463-750-2
ISSN: 2667-128X
DOI: 10.2991/978-94-6463-750-2_33 How to use a DOI?
Open Access: Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

ris enw bib

TY  - CONF
AU  - Chunfeng Yang
AU  - Tiantian Fu
AU  - Shujing Wu
PY  - 2025
DA  - 2025/06/15
TI  - The Influence of Art Teachers’ Technological Pedagogical Content Knowledge (TPACK) on Art Students’ Online Learning Engagement
BT  - Proceedings of the 2025 4th International Conference on Educational Innovation and Multimedia Technology (EIMT 2025)
PB  - Atlantis Press
SP  - 340
EP  - 346
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6463-750-2_33
DO  - 10.2991/978-94-6463-750-2_33
ID  - Yang2025
ER  -

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