Contribution of computer aided art education to general art education

This study set out to understand what attitudes first, second, and third year undergraduate students studying graphic design and/or fine arts at Giresun and Ordu Universities held towards computer-based tools and software used art education, as well as what factors influenced their attitudes depending on their particular course of study. The researcher distributed a survey to the sample, which consisted of 177 students who enrolled at the aforementioned institutions between 2018 and 2019. The researcher used SPSS in order to analyze the findings, running them through a battery of applications (i.e. t-test, arithmetic average, standard deviation (Ss), frequency (f), percentage (%), Cronbach alpha, crosstab, p value (statistical significance), F value, etc.), and then presented them in the form of various tables and graphics. The Introduction section of the study poses the question being looked at, alongside the study's aim, significance, limitations, and assumptions. It also addresses what the concept of attitude is, including its academic definitions, characteristics, and variations, as well as including how it is measured using a Likert-type scale. The Methods section addresses the research models as well as both data collection and data analysis techniques as used by the researcher. The Findings section takes a closer look at and interprets the data. The Conclusion and Recommendations section concludes and poses suggestions based on the previous section. The findings revealed that students' attitudes towards computer-assisted art were generally positive. However, the researcher did also find that students studying fine arts (painting) alone tended to have a more negative disposition towards computer-assisted art. The researcher used the final section of the thesis to examine the reasons behind the latter as well as to put forth recommendations on how to perhaps curb the issue. Keywords: Computer assisted art education, art education, 2D, 3D, 2D art education, 3D art education