Effects of a mobile technology-supported peer assessment approach on students' learning motivation and perceptions in a college flipped dance class

Hsia, Lu Ho; Sung, Han Yu

doi:10.1504/ijmlo.2020.103892

Cited by 34 publications

(10 citation statements)

References 10 publications

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“…Compared with teacher demonstrations, text, and images, AR provides a more vivid, fun, and unique visual learning experience to students [21,22]. The use of mobile devices can benefit student learning and participation [23,24]. One study indicated that to improve learning effectiveness, it is necessary to employ learning strategies that incorporate personal learning styles [25].…”

Section: Introductionmentioning

confidence: 99%

Sustainable Education Using Augmented Reality in Vocational Certification Courses

Lee

Hsu

2021

Sustainability

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In the field of vocational education, no studies have examined the use of augmented reality (AR) learning technologies in the teaching of cosmetology. However, this study proposed the “Makeup AR” learning approach and conducted a quasi-experiment to examine the interaction effect between said approach and students with active and reflective learning styles. The research participants were 70 students from a vocational senior high school. The experimental group comprised 36 participants who were taught using Makeup AR, and the control group comprised 34 participants who were taught using an e-book. The results revealed that the use of Makeup AR improved students’ learning effectiveness. The proposed approach also effectively enhanced students’ self-efficacy and reduced their cognitive load. The students with a reflective learning style had a higher cognitive load than those with an active learning style when using the e-book learning approach. No difference in learning motivation was noted between the experimental and control groups. Overall, Makeup AR is suitable for makeup design certification courses in vocational senior high schools and can enhance learning effectiveness, improve students’ self-efficacy, and reduce cognitive load. This study suggests that the implementation of AR technology in certification courses can be beneficial to learning outcomes.

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Section: Introductionmentioning

confidence: 99%

Sustainable Education Using Augmented Reality in Vocational Certification Courses

Lee

Hsu

2021

Sustainability

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“…We did not consider feedback from peers, which is another feedback source to support learning dance. For example, it has been reported that peer assessment is important in learning dance (Hsia & Hwang, 2021 ; Hsia & Sung, 2020 ; Hsia et al, 2016 ). We found that some students wondered how other students participating in the experiment were doing.…”

Section: Discussionmentioning

confidence: 99%

Dancing on the inside: A qualitative study on online dance learning with teacher-AI cooperation

Kang

Yoon

et al. 2023

Educ Inf Technol

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Recent technologies have extended opportunities for online dance learning by overcoming the limitations of space and time. However, dance teachers report that student–teacher interaction is more likely to be challenging in a distant and asynchronous learning environment than in a conventional dance class, such as a dance studio. To address this issue, we introduce DancingInside, an online dance learning system that encourages a beginner to learn dance by providing timely and sufficient feedback based on Teacher-AI cooperation. The proposed system incorporates an AI-based tutor agent (AI tutor, in short) that uses a 2D pose estimation approach to quantitatively estimate the similarity between a learner's and teacher's performance. We conducted a two-week user study with 11 students and 4 teachers. Our qualitative study results highlight that the AI tutor in DancingInside could support the reflection on a learner's practice and help the performance improvement with multimodal feedback resources. The interview results also reveal that the human teacher's role is essential in complementing the AI feedback. We discuss our design and suggest potential implications for future AI-supported cooperative dance learning systems.

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“…Previous studies have shown that mobile technology-supported learning has great potential to improve students' learning achievements (Bano et al, 2018;Han & Shin, 2016;Wang et al, 2009) and positively affects learners' learning attitude (Hwang & Chang, 2011). In addition, some studies have also shown that mobile learning facilitates the transformation of instructors' and learners' roles and helps learners to change from being passive to active learners (Hsia & Sung, 2020;Hwang & Chang, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Research advancement and foci of mobile technology-supported music education: a systematic review and social network analysis on 2008-2019 academic publications

Liu

Hwang

et al. 2021

Interactive Learning Environments

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This study reviewed the mobile technology-supported music education (MTSME) studies published in several academic databases, namely Scopus, WOS, ERIC, and RILM, from 2008-2019. Based on the technology-based learning model, the application domains, research issues, sample groups, research methods, adopted devices, and learning strategies were examined. In addition, visual categorization analysis was conducted to further analyze the keywords adopted in the studies. The results show that the number of MTSME studies increased in the time period. It was also found that a majority of studies mainly focused on learner perceptions (e.g. learning reception, learning attitude, and learning motivation). Tablet computers were the most frequently adopted mobile devices. In terms of learning strategies, guided learning, project-based learning, and inquiry-based learning were extensively used in the MTSME studies. In addition, the results of the keyword analysis showed three thematic clusters of MTSME studies, namely "mobile technology-supported teaching management and learning design," "developing appropriate music educational resources for different educational levels," and "mobile technology facilitated learning motivation in music education." According to the research results, several suggestions for future research are proposed.

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Effects of a mobile technology-supported peer assessment approach on students' learning motivation and perceptions in a college flipped dance class

Cited by 34 publications

References 10 publications

Sustainable Education Using Augmented Reality in Vocational Certification Courses

Sustainable Education Using Augmented Reality in Vocational Certification Courses

Dancing on the inside: A qualitative study on online dance learning with teacher-AI cooperation

Research advancement and foci of mobile technology-supported music education: a systematic review and social network analysis on 2008-2019 academic publications

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