Abstract
This study examines the status and challenges in art appreciation through discussion by reviewing empirical studies on Visual Thinking Strategies (VTS). From an initial pool of 200 references, 43 studies were selected based on exclusion criteria. The selected studies were analyzed with a focus on the research design, research areas, and study participants. The analysis revealed that, although empirical studies in medicine and nursing are increasing, those in art education remain limited. Furthermore, many studies have employed one-off interventions rather than a longitudinal approach. Reporting on artwork and discussions is also lacking, and the role of facilitators has not been explored adequately. These findings highlight the need for future research to investigate the long-term effects of VTS, analyze artworks and discussions, and assess the influence of learning environments, including facilitators.
