Enhancing students’ choreography and reflection in university dance courses: A mobile technology‐assisted peer assessment approach

Abstract

Choreography is an important and challenging educational objective in dance courses. However, most previous technology‐enhanced learning studies for dance education mainly focused on students’ dance skills, while the issue concerning the approaches to promoting students’ choreographic performance has generally been ignored. To address this issue, the present study developed a mobile technology‐assisted peer assessment approach based on social constructivism for use in a university general education dance routine choreography class. A total of 266 university students were divided into an experimental group and a control group. The experiment lasted for 15 weeks and involved two rounds of peer assessment. The results showed that mobile peer assessment could significantly enhance the innovative competence of dance routines and dance skills. In addition, according to the students’ feedback, the dance routine choreography class was conducive to improving social skills, innovative competence, and intrinsic motivation, while mobile peer assessment could assist students in understanding accurate evaluation criteria, reflecting on their own in a more objective way, and broadening the aspects of appreciating the work.

Effects of Interaction between Peer Assessment and Problem-Solving Tendencies on Students’ Learning Achievements and Collaboration in Mobile Technology-Supported Project-Based Learning

“…During the process of advice giving and advice acceptance, students can assimilate the newly learned knowledge into their knowledge (Hsu et al, 2020). Research has found that students who participate in peer assessment not only increase their abilities in learning motivation and social communication, but also enhance their learning achievement (Hsia & Hwang, 2021; Liu & Lee, 2013). Since it is difficult for students to receive learning advice in conventional teaching, they need to use a great deal of valuable time to search for assistance (Lin et al, 2021).…”

“…On the other hand, with the advancement of mobile and wireless network technologies, there are many possibilities for interaction between students and teachers. Mobile technology not only breaks through geographical limitations but also increases the efficiency of peer feedback by a real-time recording of ratings or comments (Hsia & Hwang, 2021). Therefore, the use of mobile technology to assist peer assessment seems to be a good choice.…”

“…This implies that educators need to pay more attention to students' problem-solving tendency when designing PBL activities. Hsia and Hwang (2021) stated that observation, questioning, and interacting with others are important factors influencing students' task performance. Other researchers have also pointed out the impacts of peer communication and feedback on students' problem-solving skills (Andrews & Rapp, 2015;Çevik, 2015).…”

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

“…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.…”

The professional choreographic education: current state and development trends

“…Cook (2018) notes that the context of choreographic education should include students gaining practical skillful experience to perform authentic dance programs. Hsia et al (2021), conducting research, note that the use of routine dance music in choreography classes is particularly important for the development of choreographic education. Through this music, students' intrinsic motivation to learn increases as well as their level of innovative competence.…”