International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12
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 Volume 11, Issue 9 (September 2024), Pages: 7-16

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 Original Research Paper

Assessing the impact of interactive multimedia learning platforms on dance education outcomes

 Author(s): 

 Yin Xuan *, Christiantine Della

 Affiliation(s):

 Faculty of Social Sciences and Liberal Arts, UCSI University, Kuala Lumpur, Malaysia

 Full text

  Full Text - PDF

 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0009-0009-7025-398X

 Digital Object Identifier (DOI)

 https://doi.org/10.21833/ijaas.2024.09.002

 Abstract

This study examined the use of interactive multimedia learning platforms in dance education, guided by the Technology Acceptance Model (TAM) and Self-Efficacy Theory. The research used Structural Equation Modelling (SEM) with a random sample of 362 students from four schools in Beijing. It aimed to explore the relationship between perceived usefulness (PU), perceived ease of use (PEOU), attitudes towards these platforms, and the impact of self-efficacy on performance and learning. The results showed that PU and PEOU significantly improved students' attitudes, which in turn enhanced their self-efficacy and performance. The study suggests that multimedia platforms are more effective than traditional teaching methods in improving learning outcomes, engagement, and satisfaction in dance education. These findings contribute to the growing body of research on educational technology in the arts, highlighting the importance of integrating technological advancements with psychological factors when developing digital learning environments. This study stands out by combining TAM with Self-Efficacy Theory in the context of dance education, providing a comprehensive understanding of the cognitive and emotional factors that affect technology acceptance and learning outcomes. It addresses the challenges and benefits of using multimedia in a physically demanding field like dance, which has not been extensively researched. However, the study is limited by its focus on a specific region and demographic group. Future research should include a broader range of participants to ensure the findings are applicable to various contexts. Despite some limitations, this study offers valuable insights for designing more effective multimedia-based learning systems for dance and other fine arts.

 © 2024 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

 Interactive multimedia learning, Technology acceptance model, Self-efficacy theory, Dance education, Structural equation modeling

 Article history

 Received 1 April 2024, Received in revised form 1 August 2024, Accepted 1 September 2024

 Acknowledgment

No Acknowledgment.

 Compliance with ethical standards

 Ethical considerations

Informed consent was obtained from all participants, ensuring awareness of the study’s purpose and their right to withdraw at any time. Data were anonymized to protect confidentiality, and the study adhered to UCSI University's ethical guidelines.

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Xuan Y and Della C (2024). Assessing the impact of interactive multimedia learning platforms on dance education outcomes. International Journal of Advanced and Applied Sciences, 11(9): 7-16

 Permanent Link to this page

 Figures

 Fig. 1 Fig. 2 Fig. 3 Fig. 4 

 Tables

 Table 1 Table 2 Table 3 Table 4 Table 5 Table 6 

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