The role of digital drawing software in enhancing specific artistic skills and behavioral intentions in art education

Abstract

This study aims to explore the impact of digital drawing software on specific artistic skills and behavioral intentions in art education. Using a mixed-method approach that combines quantitative surveys and qualitative case analyses, the research examines how digital drawing software shapes students’ behavioral intentions and enhances specific artistic skills, including composition, color application, and detail rendering. The findings reveal that intrinsic motivational factors, such as perceived enjoyment, self-efficacy, and positive attitudes, are key drivers influencing students’ behavioral intentions to use digital drawing software, while extrinsic factors like perceived usefulness and ease of use have comparatively less influence. Furthermore, a 19-week Intervention Design and Implementation (IDI) confirms the positive role of systematic guidance and training in significantly improving students’ perceived enjoyment, self-efficacy, effort expectancy, and behavioral intentions. The results underscore the pivotal role of targeted interventions in fostering not only skill acquisition but also sustained engagement with digital tools, which is critical for modernizing art education. These findings provide empirical evidence for integrating digital tools in art education, highlighting the importance of fostering intrinsic motivation to enhance students’ artistic skill development and technology adoption. This research offers valuable strategies and directions for the digital transformation of art education.