Multimedia Technology Integration and Dance Learning Outcomes in Beijing High Schools: A TAM Perspective
DOI:
https://doi.org/10.64391/ijssat.v2i2.001Keywords:
multimedia technology, dance education, technology acceptance model, perceived ease of use, mixed methodsAbstract
The integration of multimedia technology into arts education has accelerated worldwide, yet its role in dance education, particularly within the Chinese secondary-school context, remains under-examined. This study investigates how four categories of multimedia technology (interactive learning software and platforms, online learning resources and learning management systems, mobile and smart technologies, and immersive virtual and augmented reality) influence dance learning outcomes among high-school students in Beijing, and the mechanisms through which these effects operate. Drawing on the Technology Acceptance Model (TAM), a mixed-methods design combined a questionnaire survey of 362 students across four Beijing high schools, semi-structured interviews and focus groups with students and teachers, and a one-month quasi-experimental comparison of multimedia-enhanced and conventional instruction. Structural equation modelling showed that all four technology categories significantly enhanced both perceived usefulness and perceived ease of use, which in turn partly mediated their positive effects on dance learning outcomes; perceived ease of use exerted the stronger influence (β = 0.532). Thematic analysis identified enhanced engagement, integration challenges, multi-sensory learning, and pedagogical innovation as recurrent themes, and the experimental comparison confirmed that students taught through the proposed framework significantly outperformed their peers on technical, theoretical, and creative measures. Synthesising these findings, the study advances the Multimedia Integration Model for Dance Education (MIMDE), an empirically grounded framework for educators and policymakers seeking to modernise dance pedagogy.
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