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Personalized and Intelligence-Driven Strategies for College Art Education Reform

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  • Tanqiu Wang

    (Zhengzhou Business College, China & School of Education, Stanford International University, Bangkok, Thailand)

  • Xiaorui Cui

    (Zhengzhou Technology and Business University, China)

Abstract

In the face of low-efficiency challenges in traditional university art education, integrating the theory of personality differences and multiple intelligences serves as a transformative approach. In this study, the authors delve into the theoretical basis of these concepts, analyzing the interaction between personality traits and intelligence profiles in art education. They also develop an innovative model platform using advanced analytical methods to leverage students' individual strengths. Applied across different college art course grade levels, it identifies grade-specific issues, such as freshmen's limited creativity, sophomores' technical gaps, and juniors' theory-practice integration difficulties, and it formulates tailored strategies, including personalized assignments, group activities, and digital modules. The implementation of this integrated approach has significantly improved teaching outcomes, boosting students' enthusiasm for art learning, enhancing their artistic skills, and deepening their aesthetic appreciation.

Suggested Citation

  • Tanqiu Wang & Xiaorui Cui, 2025. "Personalized and Intelligence-Driven Strategies for College Art Education Reform," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), IGI Global Scientific Publishing, vol. 20(1), pages 1-17, January.
    • Handle: RePEc:igg:jwltt0:v:20:y:2025:i:1:p:1-17
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    References listed on IDEAS

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    1. Tommaso Agasisti & María Gil-Izquierdo & Seong Won Han, 2020. "ICT Use at home for school-related tasks: what is the effect on a student’s achievement? Empirical evidence from OECD PISA data," Education Economics, Taylor & Francis Journals, vol. 28(6), pages 601-620, November.
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