Research on Multiple Paths of Aesthetic Education Immersion in Colleges and Universities in the Context of Digital Transformation

The structure diagram of the aesthetic education service platform system proposed in this paper is shown in Fig. 1, which shows college student users, school teachers, aesthetic education service organizations, database and aesthetic education system service design: 1)

College student users get professional competition or art examination help and basic course services from the aesthetic education service organization. They upload their basic personal information, course assignments, and chat comments to the aesthetic education service system, and watch course materials, download course notes, share learning results, and interact socially from the aesthetic education service system.

Figure 1.

Aesthetic education service platform system diagram

Service press touch points are the basic elements connecting the whole service system, including physical press touch points, digital press touch points, and interpersonal contact points. In the whole service process, the user’s behavior is connected by one pressable point after another, and all these points that have contact with the user are called contact points. Users interacting through smart devices belong to digital contact points (also called media contact points), physical objects that users can see and touch belong to physical contact points, and people providing services to users, such as receptionists, attendants, security guards, etc., belong to interpersonal contact points. Take digital contact points as an example, because digital press contact points are digital interfaces based on the Internet to connect with users, and they are an important component of the online aesthetic education system. Because every contact point is intended to convey feelings to users, whether it is necessary or superfluous, efficient or inefficient, it determines the feelings of users. Therefore, what service design should do is to increase the necessary and efficient contact points and cut down the redundant and inefficient contact points, so as to improve the user’s satisfaction with the contact points.

Learning about aesthetics is the key contact point between online aesthetics service systems and users, and the effectiveness of learning will directly affect the user’s perception of the online aesthetics service. The use of the online aesthetic education service system transforms the offline face-to-face teaching process between aesthetic education teachers and students into a closed-loop experience process in which aesthetic education teachers or institutions “upload” courseware to the online aesthetic education service system, and the online aesthetic education service system provides students with a way to receive specialized, diversified, and personalized online aesthetic education at anytime and anyplace, and to receive timely feedback and evaluation. The online aesthetic education service system provides students with a closed-loop experience process where they can receive specialized, diversified, and personalized online aesthetic education anytime and anywhere, and receive timely feedback and evaluation.

Although the current online aesthetic education model such as Boya’s aesthetic education equipment has improved the popularity and content expansion of aesthetic education, it also has the problems of low conversion of students’ learning utility and low utilization rate due to the decreasing freshness. In other words, the learning and feedback service contact points in the online aesthetic education service system for college students are the “pain points” of the online aesthetic education service, which will directly affect the students’ experience and feelings towards the online aesthetic education service.

Based on the analysis and research of service contact points in terms of contextual process and effect, we construct service contact points by analyzing typical scenarios of service contact points, identifying user elements, service provider elements, and media elements that are the key contact points in the whole process, and analyzing the role of each element in relation to each other.

The design process of an online aesthetic education service system can start from the service contact points and be guided by the three-layer experience theory of service-oriented design. By identifying the service touchpoints (including potential service touchpoints) of the online aesthetic education service system, situational motives and experiences, i.e., pain points, are obtained in the process of sorting out the complete service process of the college students’ online aesthetic education user experience.

After determining the service contact points of the experience process of the online aesthetic education service system for college students, the next step is to optimize and reshape the overall service process according to the target users’ learning needs, motivation, behavior, and emotions. In order to make the optimization plan clear, this study starts from the overall service process and the service contact points in the use scenario, the overall service process optimization direction of the online aesthetic education service system for college students can be divided into physical contact points (mainly the equipment used), digital contact points (visual, auditory and digital information) and interpersonal contact points (the user’s relationship with other learning users, with teachers, and with the system operation and maintenance personnel). These three categories are: 1)

For digital contact points, on the one hand, it is necessary to focus on the transparency of user information in the entire service process, establish a real-time tracking and updating information terminal, so as to reduce the cognitive load of the user and enhance the user’s sense of body, and on the other hand, it is necessary to strengthen and optimize the real-time interaction between the user and the contact point of the experience and feeling.

The survey data show that 68.02% of the respondents very much approve of this blended learning method carried out based on the AES, 66.45% of the respondents are very much in favor of other public art courses also using the AES to carry out blended teaching, 68.836% of the respondents think that the blended learning carried out based on the AES can make up for the shortcomings of the traditional teaching, and 78.44% of the respondents think they like the way of teacher-student interaction conducted based on the AES system very much.

The number of respondents with positive evaluation attitudes such as “very much approve, very much, approve, very much like” is relatively large, which indicates that the teaching practice of blended learning based on the AES in art appreciation courses is welcomed by the respondents, and the respondents support the use of the AES for blended learning in other public art courses and believe that this teaching mode can make up for the shortcomings of the traditional teaching methods. Service system for blended learning, and that this teaching mode can make up for the shortcomings of traditional teaching methods.

Figure 3 shows the results of the survey on the functions of the MES system. As can be seen from the figure, the functions that were used more frequently in the AES system were in the following order: signing in (92.247%), quiz test (72.072%), interactive questioning (63.885%), and watching learning videos (63.163%). During the learning process, 87% of the students were able to read carefully the pre-course materials pushed by the teacher through the AES system before class, 72% of the respondents indicated that they had interacted with the teacher and their classmates through the AES system, about 67% of the respondents indicated that they completed the post-course assignments carefully and submitted them, and 55% of the respondents took quizzes through the AES system to test the AES learning Results.

Figure 3.

System function survey results

Most of the learners completed activities such as pre-class pre-study, in-class communication, and post-class homework on the interactive learning platform of the AES, and about half of the learners used the quiz and test function. The teacher-student interaction methods carried out based on the AES system, such as top-pedaling, liking, taking photos on the wall, and highlighting outstanding assignments, were also recognized by the interviewees. Although the time for implementing blended teaching in the Art Appreciation course is limited, both teachers and students are making efforts to explore and adapt to this new teaching mode, which provides many possibilities for effective communication between students and teachers.

Figure 4 shows the statistics of the survey results of blended instructional design. As can be seen from the figure, 76.28% of the respondents indicated that the course design and organization of Art Appreciation was “very reasonable” (A), 83.38% of the respondents believed that the teacher’s guidance and management of the whole blended learning activities were effective (B), 76.11% of the respondents indicated that the teacher’s feedback on their questions were very timely and effective (C), and about 81.92% of the respondents thought that it was “reasonable” to incorporate the learning data of the AES platform into the course evaluation criteria (D).

Figure 4.

Teaching design survey

It can be seen that most of the learners have a positive and active attitude towards the evaluation of the course design and organization that combines the AES, and they are brave enough to try new things, try out new learning modes, and make objective evaluations of them. In the blended teaching process of Art Appreciation, the teacher organically combines the classroom with the smart terminal, takes the teacher as the leading role and the students as the main body, and organically combines various teaching methods such as lecture-type, discussion-learning-type, exploratory-learning-type, and collaborative-learning-type, and guides the students to actively participate in the learning. In this new teaching mode, the teacher utilizes the support of the MES system to expand the teaching process, and for the students’ learning progress and learning situation, timely exchanges, communication, and feedback with the students, increasing the interaction between teachers and students.

It can be seen that most of the learners have a positive and active attitude towards the evaluation of the course design and organization that combines the AES, and they are brave enough to try new things, try out new learning modes, and make objective evaluations of them. In the blended teaching process of Art Appreciation, the teacher organically combines the classroom with the smart terminal, takes the teacher as the leading role and the students as the main body, and organically combines various teaching methods such as lecture-type, discussion-learning-type, exploratory-learning-type, and collaborative-learning-type, and guides the students to actively participate in the learning. In this new teaching mode, the teacher utilizes the support of the MES system to expand the teaching process, and for the students’ learning progress and learning situation, timely exchanges, communication, and feedback with the students, increasing the interaction between teachers and students.

According to the survey, 72.85% of the respondents indicated that “compared with the traditional classroom lectures, the blended learning mode through the AES has greatly increased the learning interest in this course”, and that students agree with the convenience, quickness and spatial limitations of the blended learning mode based on the AES as compared with the traditional lecture mode. Students agreed that the new learning method is convenient, fast, and not limited by space.

Figure 5 shows the constraints affecting the use of the MES system. As shown in the figure, the reasons affecting learners’ use of the AES system for learning are A-“poor personal self-control” (65.84%), B-“insufficient proficiency in platform operation” (60.81%), C-“Unable to complete the learning tasks in time” (57.63%), D-“New learning methods increase the burden of learning” (49.38%), and G-“Lack of learning atmosphere” (34.65%), etc.

Figure 5.

The constraints of the use of the aesthetic education service system

Regarding the comparison between blended learning using AES and traditional classroom teaching, 87.22% of the respondents indicated that they “feel that blended learning using AES is more effective than traditional classroom teaching”, while 10.78% of them indicated that they “preferred traditional classroom teaching to blended learning”, and about 2% were indifferent.

From the data of the survey, learners rated the blended learning mode based on the aesthetic education service system very highly, and believed that this learning mode had increased their interest in learning the aesthetic education course. For the blended learning mode based on mobile smart terminals, learners think that it is convenient to use smart phones to learn, and there is no restriction on the time and place of learning, so they can watch back or ask teachers and classmates for advice at any time for what they didn’t understand in class. However, this mode requires cooperation between students and teachers. Especially, students need to improve their self-control and be able to familiarize themselves with the operating platform to complete learning tasks in time. After trying the new blended learning, most of the interviewees said that the new way of learning is better than traditional classroom teaching in terms of learning effectiveness.

We conducted a before-and-after comparison of the course grades of the two groups of students, and the results of the grade comparison are shown in Table 1. From the course grades of Art Appreciation, the teaching effect has been significantly improved after using the AES system. The pre- and post-test scores of the experimental group and control students were compared with the important reference indexes of the excellence rate (percentage above 90 points), the failure rate (percentage below 60 points) and the average score.

Comparison of the pre-test scores showed that there was no significant difference in the performance of the students in the two classes, with average scores around 68 and roughly equal rates of excellence and failure. After the experimental group adopted the AES system for blended AES learning, their course grades significantly changed. The success rate went up from 12.21% to 18.33, and the failure rate went down from 16.81% to 5.3%. In particular, the average grade pre-test improved by nearly 10 points, while the course grades of the students in the control group did not change significantly.