Blended Learning in Chinese Higher Education: Effects on University Students’ Modern Dance Performance and Learning Motivation
Year: 2025
Type: article
Study design: Clinical Trial
Abstract: This study investigates the pedagogical impact of Blended Learning (BL) on undergraduate students' dance performance and learning motivation in modern dance education in China.Employing a quasi-experimental design, 50 students were assigned to either a traditional face-to-face (FTF) instruction group or a BL group that integrated digital learning components, such as pre-recorded instructional videos and asynchronous online discussions, with in-person sessions.Over 13 weeks, participants in the BL group demonstrated significantly greater improvements in dance performance (η² = 0.24) and intrinsic motivation than those in the FTF group, while also showing a more pronounced reduction in amotivation.No significant differences were found in extrinsic motivation between the two groups.These findings are interpreted within the Self-Determination Theory (SDT) framework, which emphasizes the importance of autonomy, competence, and relatedness in fostering intrinsic motivation.The results suggest that BL can enhance technical proficiency, engagement, and self-directed learning in creative and performance-based disciplines such as modern dance.The study highlights the potential of digital tools to support flexible, student-centered instruction, particularly in non-Western educational contexts.Future research should consider longitudinal approaches, explore cross-institutional applications, and evaluate the integration of AI-enhanced feedback systems to further optimize the role of BL in performing arts education.
Authors: Longhao Xi, Kwan Jung Son
Institution: Hanyang University
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4410872143