Can free-view media processing technology improve classroom performance?

ABSTRACT

This study discusses whether free-view media processing technology impacts individual student learning in everyday dance teaching practice in different ways. This study was conducted empirically by creating three groups: a traditional face-to-face group, a completely digital media online learning group and a blended model group. Results indicated that the blended learning model group achieved better results than the traditional face-to-face model group and the completely online group. In other words, this indicates that free-view media processing technology plays a positive role in dance teaching. It encourages students to reflect and think critically. With blended learning, students can embrace new technologies, learn and teach together, and avoid disruptions caused by removing technology from the classroom.

KEYWORDS:

• Education
• technology
• blended teaching model

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Xinyu Dou

Xinyu Dou is a PhD student at the University of Hong Kong with research interests in technology-enhanced learning and dance education.