A Study on Innovative Paths and Practical Effectiveness of AI Technology in Enabling Dance Teaching in Higher Education Institutions
Main Article Content
Abstract
Artificial intelligence (AI) technologies are increasingly transforming higher education by enabling data-driven and personalized teaching paradigms. To overcome limitations in conventional dance instruction related to subjective assessment, insufficient individualized guidance, and restricted interactive feedback, this study establishes an AI-enabled teaching framework integrating motion capture, computer vision, adaptive learning recommendation, and intelligent virtual assistants. A semester-long teaching experiment was conducted in which multidimensional indicators, including movement accuracy, choreography complexity, classroom interaction, and learning motivation, were quantitatively analyzed. Experimental results demonstrate that students in the AI-supported group achieved significantly greater improvements in standardized skill assessments and exhibited superior originality and structural coherence in dance improvisation tasks. The proposed framework enhances teaching precision and learner engagement while providing a methodological reference for multimodal motion analysis, intelligent sensing, and human–machine interaction. The findings also offer insights into data-driven signal acquisition and real-time perception technologies applicable to intelligent monitoring and advanced sensing systems.
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
G. Wenjia, “A Study on the Teaching Strategy of Dance Teaching to Enhance Students Aesthetic Perception-Taking,” Curriculum and Teaching Methodology, vol. 6, no. 23, pp. 1-8, 2023, doi: 10.23977/curtm.2023.062301.
Y. Zhao, S. Songsiengchai, and F. Yang, “The Impact of Traditional Dance Teaching on the Performance Development of Primary School Learners in Luoyang, China,” World Journal of Education, vol. 15, no. 2, pp. 56-67, 2025, doi: 10.5430/wje.v15n2p56.
S. Jefferson R, “Stories as a stimulus for dance teaching and learning in the elementary school context,” Journal of Dance Education, vol. 25, no. 4, pp. 436-442, 2025, doi: 10.1080/15290824.2024.2394420.
D. Azmi N and W. Ha S, “Play-Based Learning With Games as a Dance Teaching Tool,” Harmonia: Journal of Arts Research and Education, vol. 24, no. 1, pp. 221-235, 2024, doi: 10.15294/harmonia.v24i1.43479.
D. Yu, “Research on the development path of physical education dance teaching in colleges and universities based on self-determination theory,” Frontiers in Sport Research, vol. 6, no. 5, pp. 135-140, 2024, doi: 10.25236/FSR.2024.060521.
Z. Huang and K. Noknoi, “The Application of Chinese Folk Ritual Dance in Teaching: The Integration of Cultural Identity Inheritance and Innovative Education,” International Journal of Education and Literacy Studies, vol. 13, no. 2, pp. 460-468, 2025, doi: 10.7575/aiac.ijels.v.13n.2p.460.
T. Pham L T and Q. Phan A N, “Why teaching? Vietnamese dance teachers experiences, motivations, and professional challenges,” Journal of Dance Education, vol. 24, no. 3, pp. 199-210, 2024, doi: 10.1080/15290824.2022.2085873.
Y. Wang, “Analysis of dance teaching in colleges and artistic quality education for college students,” International Journal of Social Science and Education Research, vol. 6, no. 4, pp. 78-82, 2023, doi: 10.6918/IJOSSER.202304_6(4).0012.
S. Liu, “A quantitative study on the intersection of personal competence and classroom efficiency in dance teaching: A case of middle and primary schools in Dongchangfu District, Liaocheng city, Shandong Province, China,” Pacific International Journal, vol. 7, no. 2, pp. 143-149, 2024, doi: 10.55014/pij.v7i2.587.
A. M. Alshemmari, D. Collins, and W. M. Timmons, “Leading the dance: application of social identity leadership theory in dance teaching,” Research in Dance Education, vol. 26, no. 1, pp. 30-40, 2025, doi: 10.1080/14647893.2025.2455673.
C. Engdahl, S. Lundvall, and D. Barker, “Free but not free-free: teaching creative aspects of dance in physical education teacher education,” Physical education and sport pedagogy, vol. 28, no. 6, pp. 617-629, 2023, doi: 10.1080/17408989.2021.2014435.
Z. Li, “Shifts in pedagogy and autonomy in virtual dance teaching and learning,” Journal of Dance Education, vol. 24, no. 4, pp. 308-316, 2024, doi: 10.1080/15290824.2023.2170383.
H. Park, “An Exploration on Changes and Practical Teaching Model of School Dance Education: Focusing on the 2022 Revised Curriculum,” Journal of Curriculum Evaluation, vol. 26, no. 3, pp. 149-167, 2023, doi: 10.29221/jce.2023.26.3.149.
A. Zafeiroudi, A. Chatzipanteli, A. C. Athanasiou, et al., “Exploring Self-Compassion among Recreational Dancers: Differences Between Tango and Ballet-Dance Teaching Implications Through Somatic and Embodied Disciplines,” Journal of Educational and Social Research, vol. 12, no. 6, pp. 1-11, 2022, doi: 10.36941/jesr-2022-0140.
G. Wenjia, “A Study on the Teaching Strategy of Dance Teaching to Enhance Students Aesthetic Perception-Taking,” Curriculum and Teaching Methodology, vol. 6, no. 23, pp. 1-8, 2023, doi: 10.23977/curtm.2023.062301.