PEDAGOGICAL POTENTIAL OF 3D MODELING FOR DEVELOPING VISUAL LITERACY IN ART EDUCATION

Abstract

This study explores the pedagogical potential of 3D modeling for developing visual literacy in art education, addressing the growing need for digital competencies in contemporary learning environments. Using a systematic and bibliometric review methodology based on PRISMA 2020 guidelines, the research analyzes 13 Scopus-indexed studies published between 2015 and 2025. The findings reveal a significant increase in scholarly interest in 3D modeling, particularly after 2020, reflecting global technological advancements and the expansion of digital instructional practices. The results demonstrate that 3D modeling enhances key components of visual literacy, including spatial reasoning, visual interpretation, structural analysis, and creative thinking. Keyword co-occurrence analysis shows that research in this field is structured around four major thematic clusters: pedagogy and digital learning, artistic and creative applications, e-learning and virtual reality, and creativity-centered approaches. Despite its strong potential, the integration of 3D technologies faces challenges such as limited technical infrastructure, insufficient instructor preparedness, and a lack of methodological frameworks. The study contributes to the theoretical and practical understanding of 3D modeling as a transformative tool in art education and highlights future directions for instructional design, empirical research, and digital literacy development.