Analysis of Dance Teaching Behavioral Methods in the Context of Cognitive Modelling
Main Article Content
Abstract
This study investigates dance teaching behavioral methods through the framework of cognitive modeling, employing the Adaptive Control of Thought–Rational (ACT-R) architecture and embodied cognition theory to analyze cognitive-motor learning processes. The research examines how instructional behaviors, including repetition, demonstration, feedback timing, and multimodal cueing, influence memory activation, procedural learning, and skill acquisition. ACT-R simulations and behavioral analyses were conducted to evaluate the effects of different instructional strategies on learning efficiency, movement accuracy, and retention. Results indicate that spaced feedback and multimodal instruction significantly enhance cognitive encoding, motor learning, and long-term skill retention compared with traditional experience-based approaches. The proposed framework is also relevant to training environments that require complex human–machine interaction and procedural skill development, including engineering education in communication, electromagnetic, and antenna-related disciplines. By integrating cognitive science with behavioral instruction, this study provides a systematic methodology for optimizing teaching effectiveness and personalized learning in complex skill-training scenarios.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
References
M. Cisneros, K. Lewis, and A. Sigrist, “Assisting motor skill transfer for dance students using wearable feedback,” in Proc. IEEE International Symposium on Wearable Computing (ISWC), Virtual, Sep. 2021, pp. 1-8, doi: 10.1145/3460421.3478817.
M. Ravn and K. Høffding, “Dance as mindful movement: A perspective from motor learning and predictive coding,” BMC Neuroscience, vol. 25, no. 1, pp. 69, 2024, doi: 10.1186/s12868-024-00894-9.
S. Xu, N. Rahim, and W. A. J. W. Yahaya, “The Impact of Hybrid Learning Integrating Mobile Interaction and AI Timely Feedback on Students’ Dance Performance, Perceived Motivation, and Engagement,” An-Najah University Journal for Research, B: Humanities, vol. 39, no. 10, pp. 877-892, 2025, doi: 10.35552/0247.39.10.2452.
V. Ramachandran, F. Schilling, A. R. Wu, and D. Floreano, “Smart Textiles that Teach: Fabric-Based Haptic Device Improves the Rate of Motor Learning,” Advanced Intelligent Systems, vol. 3, no. 11, Art. no. 2100043, 2021, doi: 10.1002/aisy.202100043.
D. D. Brown, G. Wijffels, and R. G. J. Meulenbroek, “Individual differences in sequential movement coordination in hip hop dance,” Frontiers in Psychology, vol. 12, Art. no. 731901, 2021, doi: 10.3389/fpsyg.2021.731901.
E. Welsby, B. Hordacre, D. Hobbs, J. Bouckley, E. Ward, and S. Hillier, “Evaluating the influence of feedback on motor skill learning in children with developmental coordination disorder,” Frontiers in Pediatrics, vol. 12, Art. no. 1327445, 2024, doi: 10.3389/fped.2024.1327445.
L. Ji, “Feedback for Promoting Motor Skill Learning in Physical Education: A Trial Sequential Meta-Analysis,” International Journal of Environmental Research and Public Health, vol. 19, no. 22, Art. no. 15361, 2022, doi: 10.3390/ijerph192215361.
W. Shitandi and M. N. Wanyama, “The Challenges of Application of African Traditional Dance for Contemporary Educational Relevance,” PAN African Journal of Musical Arts Education, vol. 1, no. 1, pp. 53-65, 2024, doi: 10.58721/pajmae.v1i1.137.
S. Mcgreevy-Nichols and S. Dooling-Cain, “Advancing Dance Education Research,” Journal of Dance Education, vol. 23, no. 1, pp. 5, 2023, doi: 10.1080/15290824.2023.2166278.
J. T. Pitale, “Efficacy of dance-based paradigms, wearable sensors, and auditory feedback for gait retraining in children: A feasibility study,” Journal of Bodywork and Movement Therapies, vol. 24, no. 2, pp. 57-62, 2019, doi: 10.1016/j.jbmt.2019.06.008.
A. Zhuravlova and K. U. Arts, “Social Dance as a Phenomenon of Modern Dance Practice,” Intellectual Archive, 2021, doi: 10.32370/ia_2021_09_15.
S. Lee, S. Hwang, I. Oakley, and K. Lee, “Expanding the Design Space of Computer Vision-based Interactive Systems for Group Dance Practice,” Proceedings of the 2024 ACM Designing Interactive Systems Conference, 2024, doi: 10.1145/3643834.3661568.
F. Feng, S. Kai, and T. Stockman, “Can rhythm be touched? An evaluation of rhythmic sketch performance with augmented multimodal feedback,” 2020, doi: 10.48550/arXiv.2002.06638.
A. Asadipour, K. Debattista, and A. Chalmers, “Visuohaptic augmented feedback for enhancing motor skills acquisition,” The Visual Computer, vol. 33, no. 4, pp. 401-411, 2017, doi: 10.1007/s00371-016-1275-3.
Y. Zhou, W. D. Shao, and L. Wang, “Effects of Feedback on Students’ Motor Skill Learning in Physical Education: A Systematic Review,” International Journal of Environmental Research and Public Health, vol. 18, no. 12, pp. 6281, 2021, doi: 10.3390/ijerph18126281.