InJAE19.1○ C NTAEC 2021 Pre-Service Art Teachers’ Perspectives on Building Virtual Art Gallery Exhibitions The International Journal of Arts Education 1 Pre-Service Art Teachers’ Perspectives on Building Virtual Art Gallery Exhibitions Sheng Kuan Chung Professor University of Houston E-mail: skchung@uh.edu Dan Li Art Education Academic Specialist Michigan State University E-mail: lidan7@msu.edu Abstract Virtual reality (VR) has been widely incorporated into K-12 art education in face-to-face and online settings. Adopting VR to art education plays a significant role in providing students with a rich learning experience since it emulates a 360-degree learning environment as if they were in there. VR allows users to access a virtual 3D space in real-time and enables them to participate in interactive learning tasks. One of the benefits of incorporating VR into art education is that VR can foster students’ abilities to construct authentic knowledge, a process in which they become active participants on their own learning journey (González-Zamar & Abad-Segura, 2020). Due to the COVID-19 pandemic, most universities in the United States have switched to virtual instruction, and pre-service art teachers in Art Education programs are certainly no exception. Teaching pre-service art teachers to conduct virtual classes including holding virtual art exhibitions is therefore essential to success of art education amid the Covid-19. This article argued that building a virtual art gallery using virtual reality technology