Next Article in Journal
Forest Restoration through Village Common Forests in the Chittagong Hill Tracts of Bangladesh: The Role of NGO Interventions
Previous Article in Journal
Waste Management, Waste Indicators and the Relationship with Sustainable Development Goals (SDGs): A Systematic Literature Review
 
 
Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
Journals
Sustainability
Volume 16
Issue 19
10.3390/su16198491
sustainability-logo
Submit to this Journal Review for this Journal Propose a Special Issue
► Article Menu

Article Menu

share Share announcement Help format_quote Cite question_answer Discuss in SciProfiles thumb_up
...
Endorse textsms
...
Comment
first_page
settings
Order Article Reprints
Font Type:
Arial Georgia Verdana
Font Size:
Aa Aa Aa
Line Spacing:
Column Width:
Background:
Article

Leveraging Educational Technology in Liberal Arts Dance Sports: Exploring Effectiveness and Sustainable Application

by
Sunghae Park
1 and
Yeonjae Kim
2,*
1
Department of Exercise Rehabilitation, Gachon University, Seongnam 13120, Republic of Korea
2
Interdisciplinary Course for Studies of Arts, Sungkyunkwan University, Seoul 03063, Republic of Korea
*
Author to whom correspondence should be addressed.
Sustainability 2024, 16(19), 8491; https://doi.org/10.3390/su16198491
Submission received: 25 August 2024 / Revised: 27 September 2024 / Accepted: 27 September 2024 / Published: 29 September 2024
(This article belongs to the Topic Effectiveness and Sustainable Application on Educational Technology)
Browse Figure
Versions Notes

Abstract

:
This study explored the effectiveness and sustainable application of educational technology in a university liberal arts dance sports class. A qualitative case study was conducted with nine students enrolled in liberal arts physical education classes at S University in Seoul in 2023. It focused on how educational technology, including apps such as Pose & Tracking and Slopro, can enhance students’ understanding of dance movements, promote active discussion, and facilitate objective assessment. The findings indicate that the use of these technologies not only improved the students’ learning experiences by facilitating visualization and feedback but also supported collaborative learning and creative expression. This study highlights the potential of educational technology to enhance the quality of liberal arts physical education by making learning highly engaging and effective.

1. Introduction

The use of various technologies in education has been transforming learning methods and experiences. Learners can learn anytime and anywhere using various devices such as smartphones or tablets, and they can easily understand abstract and complex concepts through simulation and visualization by using new technologies such as virtual reality (VR) and augmented reality (AR) [1]. These educational technologies not only increase knowledge accessibility and provide easy access to a variety of learning resources but also promote students’ creative thinking and problem-solving skills; hence, they play an important role in strengthening the digital technology capabilities required in future society [2].
Educational technology has also led to innovative changes in the field of physical education. The use of educational technology in physical education provides a great opportunity to complement traditional physical education methods and offers learners a more effective learning experience [3]. In the past, the application of education technology in physical education mainly involved video shooting and analysis and access to video learning materials through the Internet. These techniques provided an opportunity for learners to compare and improve their motor skills and maximized the learning effect through real-time feedback [4]. Recently, innovative technologies, such as VR, AR, and wearable technologies, have been applied in physical education classes to further improve the learning experience of students [5].
Research related to educational technology in the field of physical education is being actively conducted mainly in the areas of school and elite sports. In particular, school sports research focuses on educational skills in school sports and physical education classes. Relevant studies mainly emphasize the importance of improving students’ motor skills and physical activities and explore methods for improving and evaluating learners’ motor skills through video analysis, web-based data access, and learning management systems [6,7,8]. Recently, the research on the applicability of simulation technology using VR and AR in physical education classes has expanded [9]. Meanwhile, elite sports research relates to elite physical education and player development. In the field of elite physical education, the research on educational technology aims to improve players’ physical abilities and technology use [10]. Hence, research efforts are directed toward monitoring and improving the performance of players in real time through wearable devices and data analysis technology using sensor technology [11,12,13]. In addition, existing studies have explored methodologies for analyzing game videos using video analysis technology and strategically improving player training [14].
Educational technology research in the field of physical education mainly focuses on the development of educational apps, but these technology development studies often have limitations in terms of sustainability, as applications can only be used in certain types of classes [15]. In addition, educational technology research is typically conducted in the areas of school and elite sports, and only a few studies have been carried out in the liberal arts field, which is a part of physical education. Liberal arts and physical education play an important role in educating students about the importance of healthy lifestyles and physical activities; promoting students’ physical, emotional, and social development; and enhancing academic achievement through various athletic activities [16]. At the university level, liberal arts and physical education not only promote adult learners’ holistic development through physical activities but also create the foundation for their participation in leisure activities and daily sports after graduation, thereby improving their quality of life and leading them toward lifelong sports [17].
Considering these insights, the current study selected a university liberal arts sports program to verify the effectiveness of physical education using educational technology. Specifically, this study explored the effectiveness of using educational technology in university liberal arts classes to address the gap in educational technology research in the field of physical education and the changes in the general education field. To contribute to the understanding of the sustainable application of educational technology in physical education, this study aimed to identify the practical and continuous use of educational technologies in liberal arts physical education classes by presenting class cases involving the use of commercialized app technology. In summary, the purpose of this study is to propose the application of educational technologies in liberal arts dance sports classes while considering effectiveness and sustainable application and to explore ways to increase the efficiency of liberal arts physical education.

2. Literature Review

Educational technology is an academic field that utilizes various technologies to enhance the effectiveness and efficiency of the learning process. Physical educational technology aims to maximize outcomes through various tools and platforms, with the goal of improving learners’ motor skill acquisition and physical fitness [4]. Initially, it focused on behaviorist learning theories that aimed to induce behavioral changes in learners. Recently, however, cognitive learning theories have been applied, emphasizing learner-centered approaches that actively engage students in acquiring skills through experience. Immersive technologies such as VR and AR are prime examples of how cognitive learning theories are being applied in physical education [5].
This application is particularly prominent in schools for maximizing students’ motor skills and participation. Examples of important tools are video analysis, web-based resource access, and learning management systems [18]. Students can visually review their performance and receive feedback, providing a shift from a teacher-centered process to a learner-centered one [19]. Recently, there has been a rise in the use of VR and AR, as they simulate real exercise environments [20]. These technologies provide students with diverse exercise experiences in a safe environment, combining theoretical learning with practical application.
Beyond school physical education, advancements in educational technology have also brought significant changes to the training methods in elite sports and are used to enhance athletes’ performance. Sensor technology and wearable devices enable real-time monitoring of athletes’ physical conditions, with the collected data being analyzed to provide personalized feedback and enhance performance [21,22]. Additionally, video analysis technology is used to meticulously analyze movements during competitions, and based on this, training programs are strategically adjusted [23]. These technologies not only contribute to improving athletes’ skills but also play an important role in injury prevention [14].
Despite the great potential for educational technology in liberal arts physical education, research on its use in this field remains relatively scarce. This application plays an important role in promoting students’ holistic development and fostering healthy lifestyle habits [24]. It is particularly crucial for adult learners, providing them with a foundation to maintain health by continuing to engage in physical exercise [25]. This includes personalized feedback through technology, analysis of exercise data, and continuous activity tracking via online platforms [26]. These activities have significant potential for more effective application in general physical education. Therefore, research in this area is needed to extend knowledge of the potential benefits of the use of educational technology and to enhance student engagement and learning outcomes.
Research investigating the potential use of educational technology in physical education can expand toward utilizing commercially available technologies for sustainable application. Existing research has mainly focused on the development of educational apps, often restricted to specific class formats or environments, limiting the broader application of these technologies in physical education [18]. However, by utilizing easily accessible commercially available technologies, these limitations can be overcome. Practical methods can be explored that can be applied sustainably. In particular, research that proposes sustainable educational methods based on commercially available apps or technologies is valuable, as it distinguishes itself from the focus on technology development research.

3. Research Method

3.1. Research Design

A qualitative case study method was used as the research method for investigating the effectiveness and sustainable application of educational technology in a liberal arts dance sports physical education class. Stake (2005) [27] and Denzin and Lincoln (2005) [28] describe the case study as a qualitative research method that explores a specific case or phenomenon in depth. It typically focuses on individuals, groups, organizations, or events, with the researcher analyzing the case from multiple perspectives to understand its context, process, and outcomes. Case studies are typically characterized by a detailed examination of a small number of cases, with the primary focus on explaining and understanding phenomena rather than verifying specific theories. The current study found the qualitative case study method as suitable for finding meaning within the overall context of education [29] to assess the effectiveness and sustainability of educational technology in liberal arts physical education classes.

3.2. Researchers and Participants

Researcher A is a Ph.D. in Sports Pedagogy with experience in physical education instruction at various universities since 2014. She directly taught the liberal arts dance sports course, which is the subject of this study, applying educational technology. Researcher B is also a Ph.D. in Sports Pedagogy and has taught physical education and dance education at several universities since 2015. She observed the liberal arts dance sports course incorporating educational technology and provided feedback on the class. The educational philosophy, objectives, and content organization for the course design in this study were developed based on the close collaboration between the two researchers.
The participants in this study were students enrolled in the liberal arts dance sports course at S University in Seoul, which was offered during the first semester (2 classes) and the second semester (1 class) of 2023. S University offers a wide range of elective physical education classes each semester and is well-equipped with facilities suitable for various physical activities. Among these, the liberal arts dance sports course is popular and attracts students from various majors. Each class consists of 30 students, with 60 students enrolled in the first semester and 30 students in the second semester, totaling 90 students. To ensure active participation and engagement, fostering students’ interest in dance sports is essential.
The main research participants were nine students who actively and consistently participated in the classes without absences and agreed to take part in the interviews. These participants were selected using a purposive sampling method to ensure that they met specific criteria relevant to the study [30]. Although the sample size is small, the data collected from these nine participants were sufficient to achieve the research objectives. Reflection papers and interviews were conducted at three points during the semester—at the beginning, middle, and end—allowing for a comprehensive collection of data. The repeated collection of data through both reflection papers and interviews provided in-depth insights into the effectiveness and sustainability of the educational technology applied in the course. Therefore, despite the small sample size, the selected participants and the robust data collection process ensured that the study’s goals were adequately met. Detailed participant information is shown in Table 1.

3.3. Data Collection

Data were collected from a literature analysis, interviews with student participants, students’ reflection papers, and the instructor’s reflection journal. First, during the lesson planning phase, a theoretical review of educational technology was conducted to carefully examine which educational technology was suitable for the dance sports classes. During the course, data, including photographs and video recordings related to the use of educational technology, were collected.
Second, the researchers analyzed the students’ reflection papers and conducted interviews. The collection of reflection papers and the interviews were conducted three times: at the beginning, middle, and end of the semester. The interview questions were as follows. At the beginning of the semester, the questions were about the students’ reasons for enrolling in the class and their expectations of the course. In the middle of the semester, the questions were about interim evaluations of the course and assessments of the educational technology used up to the eighth session. At the end of the semester, the questions were about the overall evaluation of the course, the effectiveness of the educational technology used, and whether it would be beneficial to continue using the technology in the future.
Finally, the instructor’s reflection journal was collected. Over the course of 15 sessions, the journal documented observations of students’ changes, the instructor’s own process of change, and the strengths and weaknesses of the operational aspects of the class. This journal was utilized as part of the research data. Additionally, the two researchers distinguished between the roles of instructor and observer and conducted discussions before and after each session to enhance teaching effectiveness.

3.4. Data Analysis

This study aimed to explore the effectiveness of educational technology by uncovering the meaning of learners’ experiences conveyed through the collected data as qualitative research results [31]. In particular, it sought to understand the meaning revealed by the various materials collected during class with respect to the application of educational technology. Text materials related to class experiences (reflection papers, interviews, and the instructor’s reflection journal) were analyzed through description, analysis, and interpretation [32].
The data analysis was conducted in three main stages. First, various data were collected and systematically organized, followed by a coding process to identify key themes. In the analysis stage, a comparative analysis of the data was conducted based on the identified themes, interpreting their meaning within a broader context. In the final interpretation stage, the data were analyzed considering the specific context of each case, which led to answering the research questions. The research findings were described based on the key findings, revealing the positive impact of educational technology on the learning process.
To enhance the validity of the data analysis, member checks were conducted, and peer debriefing was carried out with teacher experts. Peer debriefing involved consultations with two experts holding doctorate degrees in physical education and dance education, one university physical education lecturer, and two dance instructors to minimize subjective errors [33].

4. Course Design and Management

The course, which incorporated educational technology, consisted of three liberal arts dance sports classes conducted from March to December 2023. The liberal arts dance sports course at S University is one of the most popular among various liberal arts physical education courses, with registration closing early due to high demand and a class size limit of 30 students. These liberal arts physical education courses mainly target college students who are adept at handling various digital technologies; hence, they are an appropriate venue in which to apply educational technology. Unlike elite sports, liberal arts physical education courses cater to students with diverse majors. Therefore, the primary objective is not to teach sports skills but to emphasize the importance of healthy lifestyle habits and physical activity through various exercise programs using educational technology. The structure and operation of the dance sports course are listed in Table 2.
In Lessons 2 to 7, the students focused on learning the basic postures and movements to systematically learn the functions of dance sports. The educational technologies used in this process were Pose & Tracking and Slopro (see Figure 1). The Pose & Tracking app visualizes postures and movement trajectories recorded on video. Hence, by using the Pose & Tracking app, students can correct their postures and movements to meet the requirements of dance sports. This app allows students to learn dance sports poses anytime and anywhere and helps them practice even without a partner. Slopro is an educational technology useful for learning an entire movement. Slopro is a tool for editing videos at various playback speeds and applying any speed to different parts of a video. Hence, students can use Slopro to play dance sports videos in slow motion, enabling them to focus and learn challenging movements more effectively.
Lessons 9–12 involved creating various choreographic compositions using the basic movements of dance sports. This creative process helps learners develop a deeper understanding of dance sports movements and fosters creative thinking. The first part of the process involved choreography involving student pairs. Subsequently, the process expanded to group choreography to reduce the students’ apprehension about creating. During the choreography classes, the university’s online system was actively used to provide discussion spaces, through which the students could refine their ideas by engaging in various discussions related to choreography both during and after class. Additionally, the Living Archive program was proposed. The Living Archive program uses AI deep learning technology to generate movements. By utilizing the movements created in the Living Archive, students can gain ideas about their choreography and easily construct their compositions.
Finally, Lessons 13–15 involved presenting the works created by each team. Expanded from the pairs in the first part of the process, each team comprised four to six members. Team formation was voluntary. Instead of presenting their work offline, the teams submitted their presentations as videos. These videos were compiled using video editing apps or programs such as VLLO. The team projects were to be a single cohesive piece with a story centered on one theme and feature freely composed and edited content. This approach allowed the students to experience the creative process and express their ideas innovatively using various editing techniques. This method is particularly suitable for the current generation, who are accustomed to smartphones and expressing their thoughts using videos. Additionally, the learners experienced a unique aspect of the class by engaging in the creative process; this feature differentiated the liberal arts dance sports course from others in which dance is taught alone. The first presentation of the work can be shown offline or as a flow using a presentation. In the final lesson (Lesson 15), the videos submitted by each team were viewed together, followed by a critique and discussion session.

5. Results

5.1. Effectiveness of Educational Technology in Understanding Movements

The application of educational technology in liberal arts dance sports classes contributes to enhancing students’ understanding of dance sports content, particularly dance movements. The students who participated in the dance sports classes applying educational technology explained that the technology used in the class helped them learn basic dance sports movements.
I particularly liked the fact that I used the app to learn dance sports postures and movements at the beginning of the semester. When the professor explained the movement, she gave me various feedback such as “This is a good posture to dance in. Adjust the size of your stride in this way,” but it is difficult to check how I am dancing because it disappears once you dance. However, after visualizing my posture and movement using the app, I understood the feedback of my professor better(Student 3, 2023 Spring Semester, Class A, Interview).
Student 3 mentioned that they had positive experiences in the process of learning posture and movements using an app in the early stages of learning dance sports. As dance movements disappear over time, students cannot immediately check their movements [34]. In this study, the dance sports classes using apps helped the students understand the instructor’s feedback more clearly by visualizing their movements in real time. In other words, students can objectively observe their appearance and improve their posture and movement using an app that visualizes their posture and movement.
The students also said that the educational technology adopted in the dance sports classes was useful in learning difficult movements.
I used the Slopro app really often. It was a great help to me because I was able to learn intensively while slowly and repetitively playing difficult movements. It also relieved the pressure to memorize all the steps in class, so I was able to more enjoyably participate in the class (Student 4, 2023 Spring Semester, Class B, Class Reflection Paper).
Student 4 mentioned that he frequently used the Slopro app in his class reflection paper to support his learning. One of the core functions of the Slopro app is its ability to play movements slowly, thus enabling learners to slowly analyze complex or difficult movements and learn them repeatedly. This approach is based on the principle of chunked learning, in which information is divided into small units [35]. In other words, through the slow reproduction function of the app, the students could analyze complex dance sports movements in small parts and learn them repeatedly. This process helped them learn the detailed elements of the entire movement step by step. One of the greatest advantages of chunked learning is that it reduces the cognitive burden on learners, as mentioned by Student 4 at the end of the reflection journal. Dividing the information into small units allows each unit to be learned individually, allowing learners to understand and remember complex information more effectively and reducing the cognitive burden [36].
Educational technology not only helps learners understand their own movements but also plays a significant role in understanding their partner’s movements.
In my case, if I used the app to learn my movements at the beginning of the semester, I think I would do so to understand my partner’s movements, especially when I was working with him on creative activities. In dance sports, my partner and I must dance as one body, so I need to know how my partner is moving so I can dance well accordingly (Student 7, 2023 Fall Semester, Interview).
Student 7 explained that at the beginning of the semester, the app was used to focus on individual movement practice and modification; however, in the second half, it was used to understand and coordinate the partner’s movements. Dance sports are cooperative partner activities, and the understanding and interdependence of partners are important factors [37]. By the middle and second half of the semester, the students recognized the need to coordinate and match their movements through collaboration with their partners. At this time, the focus was on visually analyzing and coordinating their partners’ movements using the app. In other words, because the coordination of movements with partners is important in dance sports [38], the students performed active learning to analyze their partners’ movements in real time and adjust them through the app. Accordingly, the app functioned as a tool for cooperative learning and interactive feedback during the middle and second half of the semester [39].
In summary, the application of educational technology in liberal arts dance sports classes helps students effectively understand feedback through the visualization of movements. It also reduces the learning burden through segmental and repetitive learning and facilitates effective collaboration with partners.
In addition to these key benefits, educational technology played an important role in enhancing the students’ creative thinking and autonomy in learning. By utilizing technology, the students were able to experiment with and modify various movements, thereby fostering their creativity. They also gained control over their own learning processes and made improvements accordingly. Furthermore, by comparing their initial movements with revised ones through real-time feedback, the students were able to strengthen their motivation for learning. As a result, educational technology went beyond merely being a tool for learning movements—it promoted creativity, self-directed learning, and motivation, thereby improving the students’ overall learning experience.

5.2. Effectiveness of Educational Technology in Discussion and Assessment

In this study, the application of educational technology in the dance sports classes provided various advantages in terms of understanding the content of dance sports and facilitating discussion and evaluation. The students explained that they were able to engage in more active discussions through the educational technology used in the class.
I have to use various apps in class, so I have to record the movements every time. I was able to participate in the discussion more actively based on the recorded movements in the creative class with a partner and team starting from the middle of the semester. In particular, it was great to record past movements in the creative class at the end of the semester. If I don’t remember what movement I did last time, I can just watch a recording of it (Student 9, 2023 Fall Semester, Interview).
Student 9 mentioned that creative dance sports activities using movement records led to active participation in the discussions. As recorded data increased the concreteness and reliability of discussions, the students could clearly communicate their ideas and feedback by recording movements and conducting discussions with the team [40]. By referring to the recording of movements, team members shared more specific and practical feedback, which helped solve problems during the creative process [41]. Furthermore, the recording of movements provided the students with the opportunity to review their previous movements. By keeping records of past movements, the students could continuously refer to the learning content, which aided their memory.
From the instructor’s perspective, the fact that students who were absent from class could also participate in the discussion through the use of educational technology served as a great advantage.
I was wondering how students who are absent or sick should participate in the creative process every semester, but because the movements created by the students can be shared on both sides through eTL (university online learning system) while recording them, the students who are absent can also be included in the discussion, thereby increasing their overall participation in the creative process(Researcher A, Reflection Journal).
Students who are absent must have access to information and materials to participate in creative activities. By recording and sharing the recorded movements through eTL, students who are absent can visually check their progress and understand the context of their creative activities. This feature provides an opportunity for students to be included in the discussion and creative process even when they are not in class. It also allows them to continue their learning experience by minimizing the learning gap due to absence.
The educational technology used in the dance sports classes not only enabled active discussion but also facilitated objective evaluations for the students.
It was good to be able to double-check whether I had properly evaluated the recorded movements during the peer evaluation. Evaluation should be done objectively, but movements have one-off characteristics, so if there were no recorded movements, it would have been difficult to confirm whether what I evaluated was real or wrong (Student 1, 2023 Spring Semester, Class A, Class Reflection Paper).
Student 1 mentioned that the objectivity and reliability of peer evaluation could be increased by reviewing recorded movements through the educational technology. As a movement is one-off and instantaneous because of its nature, evaluators have no choice but to rely on simple memory to evaluate movements [42]. In the dance sports class, the recorded creations were submitted using the adopted educational technology. Hence, the evaluator could review the movements repeatedly as necessary. This feature was an opportunity to minimize errors in the evaluation process and increase its accuracy.
In summary, the application of educational technology in liberal arts dance sports classes has advantages, as it encourages active discussion among students, minimizes learning gaps for absent students, and enables objective evaluation.
These technologies provided the students with the opportunity to reflectively analyze both their own and others’ movements, contributing to the enhancement of self-evaluation skills. Additionally, by reviewing recorded movements in real-time, the students developed critical thinking skills and created an inclusive learning environment where absent students could participate in class. During peer evaluation, the ability to repeatedly review recorded movements also improved the fairness and accuracy of assessments. Consequently, educational technology played a crucial role in strengthening the students’ critical thinking, inclusivity, and fairness in the evaluation process.

5.3. Effectiveness of Educational Technology in Expression and Creation

In liberal arts dance sports classes, educational technology offers various advantages in terms of student expression and creation. In this study, the students explained that the educational technology used in class helped them express and create movements.
It was very nice to be able to express what I learned in dance sports in various ways through the creative process. In the previous class, I only understood the knowledge I had learned, but in this class, I use and apply what I have learned through creation to express it in various ways. In particular, what I liked about this class was that I could try various movements using various techniques to apply the knowledge I learned(Student 5, 2023 Spring Semester, Class B, Interview).
Student 5 favored the creative process in class that allowed them to apply their knowledge. The student also highlighted the possibility of trying various movements using various techniques. The effectiveness of learning is revealed when students are able to fully utilize and apply the knowledge they have acquired in learning [43]. In this respect, the creative process in the dance sports classes was important because it encouraged the students to use what they had learned in a practical and creative manner [44]. An important note in the interview content of Student 5 is that the various educational technologies used in the class provided an opportunity to experiment with and explore various expression methods in the creative process. In other words, educational technology played a role in opening the possibility for students to explore new expression methods beyond traditional techniques.
Meanwhile, educational technology also played a role in reducing the burden of creation and enhancing the positive experience of creation for students who faced difficulties in the process.
As a non-major, it was difficult for me to express or create movements, but it was easier to use the Living Archive program introduced by the professor. Rather, the process of creating felt more interesting and enjoyable(Student 8, 2023 Fall Semester, Class Reflection Paper).
Student 8 explained in the class reflection paper that the Living Archive program helped alleviate difficulties faced in the creative process. Non-majors are likely to feel inherently burdened and experience difficulties expressing or creating movements [45]. This burden is related to a lack of related skills or knowledge, unfamiliarity with the creative process, or lack of confidence resulting from comparisons with experts [46]. The fact that the students felt that the creative process was interesting and enjoyable through the Living Archive program means that the educational technology provided an environment where the students, the subjects of the creative process, could feel satisfied and experienced motivation. In other words, the support and resources provided by the Living Archive program in the creative process positively changed the creative experiences of non-majors.
In summary, the application of educational technology in liberal arts dance sports classes encourages students to express various movements and positively changes the creative experiences of non-majors.
Educational technology served as an important tool in fostering the students’ creative expression. Through various technologies, the students were able to explore movements in new ways beyond traditional methods, allowing them to apply the knowledge they had learned in more practical and creative ways. Additionally, it supported self-directed learning, enabling the students to progress at their own pace during the creative process and explore more options. For non-major students, the technical support helped reduce the burden they felt during the creative process and increased their motivation. This enhanced their confidence and satisfaction, allowing them to become more immersed in the creative process and have a more positive learning experience. Consequently, educational technology supported the students’ learning experiences in multiple aspects, including creativity, self-directed learning, and motivation, significantly impacting their learning process.

6. Discussion

This study utilized various educational technologies in liberal arts dance sports classes to explore their effects. Based on the main results of this study, the discussions related to the application of educational technology in liberal arts physical education are as follows.
First, the application of educational technology in liberal arts physical education is vital in the visualization of movements. Traditional physical education methods tend to require instructors to demonstrate or rely on oral explanations for the accurate execution of movements [47], which change and dissipate over time [24]. Therefore, the visualization of the movement process is essential for effective understanding and learning. Prior studies related to educational technology in the fields of school sports or elite sports have also emphasized the visualization of movement using educational technology [10]. Similarly, this study examined the application effects of educational technology in liberal arts sports and found that the use of the technology significantly improved the learners’ understanding and learning experiences. Visualization of movement through educational technology contributed to enhancing the understanding of the behavior of individual and paired students, provided an environment in which learning evaluation and discussion could be conducted more effectively, and supported the expression and creation processes. These results suggest that the use of technology in physical education maximizes the educational effect by facilitating the visualization of movement and movement processes. This characteristic of immediate feedback in physical education through technology can contribute to improving the quality of physical education.
Second, the application of educational technology plays an important role in improving students’ self-awareness, self-regulation, and self-evaluation as metacognitive strategies in liberal arts physical education. Metacognitive strategies enable learners to self-check and control their cognitive processes and learning methods, including learning processes, understanding, and problem solving [48]. In physical movement classes, self-awareness, self-regulation, and self-assessment are key factors for improving movement skills and learning efficiency, which have important implications for feedback and self-reflection related to movement performance [49]. This study presents a case in which various educational technologies used in liberal arts dance sports classes effectively support this metacognitive strategy. Using a video app, the students were able to recognize their movements and modify, analyze, and evaluate them according to their ideal posture. Additionally, these technical tools allowed the students to learn freely, actively participate anytime and anywhere, and experience the recognition, regulation, and evaluation processes. These technical tools contributed to the students’ clearer understanding of their movements, systematically improved movement, and enabled objective evaluation. Therefore, the use of educational technology in liberal arts physical education is useful in strengthening learners’ metacognitive skills and enriching learning experiences.
However, despite the positive effects explored in this study, there are several limitations to applying educational technology in liberal arts physical education. The disparities in technological proficiency, accessibility issues, and complexity of tool usage can hinder the sustainable use of educational technology. For example, differences in students’ abilities to use technology may lead to learning gaps, and unequal access to devices or the Internet could result in some students being excluded from learning opportunities. Additionally, overly complex tools can reduce usability, ultimately lowering learning efficiency. To address these challenges and ensure the sustainable use of educational technology, it is essential to provide technical training and support programs for both instructors and students. Furthermore, improving access to devices and resources, as well as selecting intuitive and efficient tools, is crucial. Establishing a system for continuous monitoring and feedback on the use of educational technology will further enhance its long-term effectiveness and sustainability.
Third, this study is noteworthy as it explored the sustainable application of commercialized and easily accessible educational technologies in liberal arts physical education. As mentioned in the Introduction, the research on educational technology in the field of physical education mainly focuses on the development of educational apps, and technology development studies are limited to specific types of instruction [15]. The current study overcomes these limitations and presents practical educational methods using existing commercial app technologies. As a result of using various commercialized technologies in liberal arts dance sports classes, the changes in the way the students effectively used the technologies could be observed. Educational technology enriched learners’ learning experiences and supported each stage of learning more effectively through technical tools ranging from visualizing movements and understanding feedback in the early stages, coordinating and facilitating cooperative learning in the middle stage, and promoting evaluation and creative processes in the second half. The accessibility and practicality of the technologies played an important role in making the students participate more actively in learning and effectively integrate technology, thereby contributing to increasing the efficiency of education [50]. As a generation familiar with technology, the current generation of learners has high digital utilization capabilities and is highly interested in teaching methods that use technology [51]. Therefore, the sustainable use of educational technology must be considered to induce in-depth participation in liberal arts physical education.

7. Conclusions and Recommendations

This study aimed to analyze the effectiveness of applying educational technology in liberal arts dance sports classes and explore sustainable application strategies through case studies. The use of educational technology in the liberal arts dance sports classes significantly enhanced the students’ educational experiences. With the incorporation of educational technology, the students received clearer and more immediate feedback, which improved their understanding of movement techniques. In addition, the application of educational technology increased student engagement through active discussions, reduced learning gaps among absent students, and provided objective assessment methods. Furthermore, the use of educational technology exerted a positive impact on the students’ creative expression and creative processes.
To further enhance the effectiveness and sustainable application of educational technology in liberal arts physical education, the following recommendations are proposed. First, faculty members must receive specialized training in the functions and utilization of educational technology tools available for physical education so that they can effectively integrate these technologies into their teaching. Second, the accessibility of feedback systems and learning materials supported by educational technology should be improved to ensure that students fully benefit from these tools. Third, efforts must be made to establish a system for continuously monitoring and evaluating student engagement and learning outcomes when integrating educational technology into physical education classes to promptly address and incorporate the necessary improvements. Fourth, platforms for sharing and discussing case studies related to educational technology applications in various physical activities should be created to support faculty members in exploring more creative and effective ways to use technology. These approaches will contribute to enhancing the quality of liberal arts physical education and improving students’ learning experiences.
In addition to these practical recommendations, future research should consider the rapidly evolving nature of educational technology and its potential applications in diverse educational settings. As educational technologies such as virtual reality (VR), augmented reality (AR), and artificial intelligence (AI) continue to advance, their use in physical education is expected to expand beyond traditional methods. Future studies should explore how these emerging technologies can be integrated into liberal arts physical education to further enhance students’ engagement, learning outcomes, and creativity. Moreover, research should address the potential challenges posed by technological advancements, such as disparities in access, technological proficiency, and the sustainability of integrating rapidly changing tools into the curriculum. Investigating how to balance cutting-edge technology with accessibility and usability will be crucial in ensuring equitable learning opportunities for all students. Lastly, collaboration between educators, technology developers, and policymakers will be essential to establish frameworks that can support the long-term and adaptable use of educational technology in physical education, accommodating its dynamic nature.
These future-oriented research directions will not only ensure the continued effectiveness of educational technology in liberal arts physical education but also help educators stay ahead of technological trends and adapt to the changing landscape of educational environments.

Author Contributions

Conceptualization, S.P. and Y.K.; methodology, S.P.; validation, Y.K.; data curation, S.P. and Y.K.; writing—original draft preparation, S.P.; writing—review and editing, Y.K. All authors have read and agreed to the published version of the manuscript.

Funding

This research received no external funding.

Institutional Review Board Statement

Ethical review and approval were waived for this study because student feedback used in this paper was part of regular and teaching and learning activities.

Informed Consent Statement

Informed consent was obtained from all subjects involved in this study.

Data Availability Statement

The data are not publicly available due to privacy issues.

Conflicts of Interest

The authors declare no conflicts of interest. The funders had no role in the design of the study; in the collection, analyses, or interpretation of the data; in the writing of the manuscript; or in the decision to publish the results.

References

  1. Hillery, A. Data Literacy Is the Key to the Future of Data Visualization. Nightingale, October 2019. Available online: https://medium.com/nightingale/why-data-literacy-is-the-key-to-the-future-of-data-visualization-57639532377f (accessed on 24 August 2024).
  2. An, T.; Oliver, M. What in the world is educational technology? Rethinking the feld from the perspective of the philosophy of technology. Learn. Media Technol. 2021, 46, 6–19. [Google Scholar] [CrossRef]
  3. Julia, S.; Calderón, A. Technology-Enhanced Learning Physical Education? A Critical Review of the Literature. J. Teach. Phys. Educ. 2021, 41, 689–709. [Google Scholar] [CrossRef]
  4. Ashley, C.; Jones, B. Using Digital Technology to Enhance Student Engagement in Physical Education. Asia-Pacific J. Health Sport Phys. Educ. 2011, 2, 51–66. [Google Scholar] [CrossRef]
  5. Sunyoung, K.; Kang, S. The Study on the Application of Virtual Reality in Adapted Physical Education. Clust. Comput. 2019, 22, 2351–2355. [Google Scholar] [CrossRef]
  6. Jorge, L.; Valverde-Esteve, T.; García-Massó, X. Use of Mobile Devices as a Facilitator of the Practice of Physical Activity in Physical Education Lessons: Experience in Higher Education. J. Phys. Educ. Sport 2020, 20, 3629–3634. [Google Scholar] [CrossRef]
  7. Deborah, L. Next Generation PE’? A Socio material Approach to Digitized Health and Physical Education. Sport Educ. Soc. 2021, 27, 516–528. [Google Scholar] [CrossRef]
  8. Amanda, M.; Gerdin, G. Challenging Gendered Inequalities in Boys’ Physical Education Through Video-Stimulated Reflections. Sport Educ. Soc. 2018, 23, 761–772. [Google Scholar] [CrossRef]
  9. Michael, M.; Müller, J.; Reimers, A.K. Use of Digital Media for Home-Based Sports Activities During the COVID-19 Pandemic: Results from the German SPOVID Survey. Int. J. Environ. Res. Public Health 2021, 18, 4409. [Google Scholar] [CrossRef]
  10. Markus, R.; Robert, S.; Charles, A.M. Technology meets sport psychology: How technology and artificial intelligence can shape the future of elite sport performance. J. Sport Psychol. Action 2024, 15, 63–69. [Google Scholar] [CrossRef]
  11. Muniz-Pardos, B.; Sutehall, S.; Gellaerts, J.; Falbriard, M.; Mariani, B.; Bosch, A.; Asrat, M.; Schaible, J.; Pitsiladis, Y.P. Integration of wearable sensors into the evaluation of running economy and foot mechanics in elite runners. Curr. Sports Med. Rep. 2018, 17, 480–488. [Google Scholar] [CrossRef]
  12. Fuss, F.K.; Düking, P.; Weizman, Y. Discovery of a sweet spot on the foot with a smart wearable soccer boot sensor that maximizes the chances of scoring a curved kick in soccer. Front. Physiol. 2018, 9, 63. [Google Scholar] [CrossRef] [PubMed]
  13. Lo Presti, D.; Massaroni, C.; Saccomandi, P.; Caponero, M.A.; Formica, D.; Schena, E. A wearable textile for respiratory monitoring: Feasibility assessment and analysis of sensors position on system response. Annu. Int. Conf. IEEE Eng. Med. Biol. Soc. 2017, 2017, 4423–4426. [Google Scholar] [CrossRef] [PubMed]
  14. Ciara, E.; Ross, W.; Karen, H.; Melissa, D. Construction and communication of evidence-based video narratives in elite sport: Knowledge translation of sports injury experiences. J. Appl. Sport Psychol. 2023, 35, 731–754. [Google Scholar] [CrossRef]
  15. Cao, F.; Lei, M.; Lin, S.; Xiang, M. Application of artificial intelligence-based Big Data AI technology in physical education reform. Mob. Inf. Syst. 2022, 2022, 4017151. [Google Scholar] [CrossRef]
  16. Ben, D.; Seunghyun, B.; Donal, H.; Yongjin, L.; Judy, F. Students’ Perspectives of Social and Emotional Learning in a High School Physical Education Program. J. Teach. Phys. Educ. 2024, 43, 549–556. [Google Scholar] [CrossRef]
  17. Emma, R.; Lewis, S.; Miah, A.; Lupton, D.; Piwek, L. Digital Health Generation? YoungPeople’s Use of ‘Healthy Lifestyle’ Technologies; University of Bath: Bath, UK, 2020. [Google Scholar]
  18. Gil-Espinosa, F.J.; Nielsen-Rodríguez, A.; Romance, R.; Burgueño, R. Smartphone applications for physical activity promotion from physical education. Educ. Inf. Technol. 2022, 27, 11759–11779. [Google Scholar] [CrossRef]
  19. Cho, J.H.; Song, G.J.; Oh, J.H.; Chung, H.W. Current Mobile App Contents and Technologies for Physical Activity Promoting Intervention. Korean J. Meas. Eval. Phys. Educ. Sport Sci. 2016, 18, 1–16. [Google Scholar]
  20. Yu, C.W. A Case Study on Physical Education Class Using Physical Activity Solution App. J. Res. Curric. Instr. 2022, 26, 458–471. [Google Scholar] [CrossRef]
  21. Yang, Z.; Wang, Q.; Yu, H.; Xu, Q.; Li, Y.; Cao, M.; Dhakal, R.; Li, Y.; Yao, Z. Self-Powered Biomimetic Pressure Sensor Based on Mn–Ag Electrochemical Reaction for Monitoring Rehabilitation Training of Athletes. Adv. Sci. 2024, 11, 2401515. [Google Scholar] [CrossRef]
  22. Guo, E.; Cui, X. Simulation of optical sensor network based on edge computing in athlete physical fitness monitoring system. Opt. Quantum Electron. 2024, 56, 637. [Google Scholar] [CrossRef]
  23. Kebao, Z.; Kehu, Z.; Liu, W. The Evaluation of Sports Performance in Tennis Based on Flexible Piezoresistive Pressure Sensing Technology. IEEE Sens. J. 2024, 24, 28111–28118. [Google Scholar]
  24. Mokmin, N.A.M. The effectiveness of a personalized virtual fitness trainer in teaching physical education by applying the artificial intelligent algorithm. Int. J. Hum. Mov. Sports Sci. 2020, 8, 258–264. [Google Scholar] [CrossRef]
  25. Mokmin, N.A.M.; Jamiat, N. The effectiveness of a virtual fitness trainer app in motivating and engaging students for fitness activity by applying motor learning theory. Educ. Inf. Technol. 2021, 26, 1847–1864. [Google Scholar] [CrossRef]
  26. Amanda, W.; Jonathan, R.; Scott, H.; Ryan, E.R.; Sam, L. Advancing physical activity research methods using real-time and adaptive technology: A scoping review of ’no-code’ mobile health app research tools. Sport Exerc. Perform. Psychol. 2024, 1–19. [Google Scholar] [CrossRef]
  27. Stake, R.E. Multiple Case Study Analysis; Guilford Press: New York, NY, USA, 2006. [Google Scholar]
  28. Denzin, N.K.; Lincoln, Y.S. The Sage Handbook of Qualitative Research, 3rd ed.; Sage: Thousand Oaks, CA, USA, 2005. [Google Scholar]
  29. Silverman, D. Qualitative Research; Sage: Thousand Oaks, CA, USA, 2021. [Google Scholar]
  30. Maggi, S.-B.; Claire, H.M. Qualitative Research: The Essential Guide to Theory and Practice; Routledge: Oxfordshire, UK, 2022. [Google Scholar]
  31. Mayring, P. Qualitative Content Analysis. In Qualitative Research: Handbook; Flick, E.U., Kardorff, V., Steinke, I., Eds.; Sage: London, UK, 2022. [Google Scholar]
  32. Matthew, B.M.; Michael, H.A.; Johnny, S. Qualitative Data Analysis: A Methods Sourcebook; Sage: London, UK, 2019. [Google Scholar]
  33. Creswell, J.W. Qualitative Inquiry and Research Design: Choosing among Five Approaches, 2nd ed.; Sage: London, UK, 2007. [Google Scholar]
  34. Eliza, J.G.; Rachael, F.; David, A.W. A Comparison of TAG teach and Video Self-Evaluation to Improve Dance Movement Accuracy. J. Appl. Behav. Anal. 2023, 56, 914–922. [Google Scholar] [CrossRef]
  35. Brendan, H.; Damien, C. An examination of student preference for traditional didactic or chunking teaching strategies in an online learning environment. Res. Learn. Technol. 2021, 29, 1–13. [Google Scholar] [CrossRef]
  36. Lah, N.C.; Saat, R.M.; Hassan, R. Cognitive strategy in learning chemistry: How chunking and learning get together. Malays. Online J. Educ. Sci. 2014, 2, 9–15. [Google Scholar]
  37. Korpinen, K.; Anttila, E. Strange encounters in times of distancing: Sustaining dialogue through integrating language and dance in primary education. J. Res. Arts Sports Educ. 2022, 6, 45–62. [Google Scholar] [CrossRef]
  38. Barbora, P.U.A.; Romualdas, K.M.; Sarunas, A.S. Effects of Education Programs on Dance Sport Performance in Youth Dancers. Eur. J. Contemp. Educ. 2019, 8, 136–143. [Google Scholar] [CrossRef]
  39. Hu, Z. Research on the Application of Virtual Reality Technology in the Teaching of Sports Dance in Colleges and Universities. In Proceedings of the 2021 2nd International Conference on Artificial Intelligence and Education (ICAIE), Dali, China, 18–20 June 2021; pp. 414–418. [Google Scholar] [CrossRef]
  40. Maria, P.L.; Arturo, D.S.; Francisco-Jose, B.-B. Students’ voices on the effects of expressive activities on their creativity, affectivity, and social relationships. Res. Danc. Educ. 2024, 15. [Google Scholar] [CrossRef]
  41. Canales-Lacruz, I.; Rovira, G. Social Interaction and Group Work in Corporal Expression Activities. Res. Danc. Educ. 2020, 22, 3–16. [Google Scholar] [CrossRef]
  42. Lu-Ho, H.; Gwo-Jen, H. Enhancing students’ choreography and reflection in university dance courses: A mobile technology-assisted peer assessment approach. Br. J. Educ. Technol. 2021, 52, 266–287. [Google Scholar] [CrossRef]
  43. Huang, C.-E. Discovering the creative processes of students: Multi-way interactions among knowledge acquisition, sharing and learning environment. J. Hosp. Leis. Sport Tour. Educ. 2020, 26, 100237. [Google Scholar] [CrossRef]
  44. Ørbæk, T. Bodily Learning Through Creating Dance: Student Teachers’ Experiences From Norwegian Physical Education Teacher Education. Front. Sports Act. Living 2021, 3, 758944. [Google Scholar] [CrossRef]
  45. Engdahl, C.; Ceder, S. Exploring Movement in Creative Dance: Introducing ‘Dancemblage’ in Physical Education Teacher Education. J. Res. Arts Sports Educ. 2023, 7, 43–58. [Google Scholar] [CrossRef]
  46. Engdahl, C.; Lundvall, S.; Barker, D. Dancing as searching with Deleuze—A study of what students in physical education teacher education express and experience in creative dance lessons. Res. Danc. Educ. 2022, 1–16. [Google Scholar] [CrossRef]
  47. Chan, C.H.; Ha, A.S.; Lander, N.; Ng, J.Y. Understanding the Teaching and Learning of Fundamental Movement Skills in the Primary Physical Education Setting: A Qualitative Study. J. Teach. Phys. Educ. 2023, 42, 621–630. [Google Scholar] [CrossRef]
  48. Teng, M.F.; Wu, J.G. An Investigation of Learners’ Perceived Progress during Online Education: Do Self-Efficacy Belief, Language Learning Motivation, and Metacognitive Strategies Matter? Asia-Pac. Educ. Res. 2024, 33, 283–295. [Google Scholar] [CrossRef]
  49. Bao, L.; Soh, K.G.; Mohd Nasiruddin, N.J.; Xie, H.; Zhang, J. Unveiling the Impact of Metacognition on Academic Achievement in Physical Education and Activity Settings: A Comprehensive Systematic Review and Meta-Analysis of Qualitative Insights. Psychol. Res. Behav. Manag. 2024, 17, 973–987. [Google Scholar] [CrossRef]
  50. Culajara, C.J. Enhancing Students’ Learning Performance in Physical Education Through the Use of a Mobile Application with Game-Based Learning Approach. Phys. Educ. Sports 2023, 2, 1–9. [Google Scholar] [CrossRef]
  51. Kumalasari, D.; Purwanta, H.; Aw, S. Comparative Analysis of Generation Z’s Digital History Literacy in History Education Majors on Java Island: A Study of History Digital Literacy. J. Educ. e-Learn. Res. 2024, 11, 90–96. [Google Scholar] [CrossRef]
Sustainability 16 08491 g001
Figure 1. Examples of Pose & Tracking and Slopro used in liberal arts dance sports.
Figure 1. Examples of Pose & Tracking and Slopro used in liberal arts dance sports.
Sustainability 16 08491 g001
Table 1. Participant information.
Table 1. Participant information.
YearSemesterParticipantsAgeGenderMajorPrevious Elective Physical
Education Experience
20231st Semester
(2 classes)		121MaleBusinessAerobics
220FemalePsychology-
322MaleComputer
Science		Badminton, tennis
425MaleDesign-
523MaleEconomics-
2nd Semester
(1 Class)		620FemaleEconomics-
722MalePhysicsBasketball, soccer
822FemaleSociologyAerobics
921FemaleChemistry-
Table 2. Content and activities of liberal arts dance sports class using educational technology.
Table 2. Content and activities of liberal arts dance sports class using educational technology.
LessonClass ContentKey ActivitiesEducational Technologies
1OrientationIntroduction of instructor and
overview of the course
2Learning basic
movements		Practice basic dance sports
posture and movement		Pose & Tracking: Visualizes
posture and movement trajectories Slopro: Edits video playback speeds
for slow-motion viewing
3
4
5
6
7
8MidtermPractical test on basic dance
sport movement
9Creating
choreographic
compositions		Partner choreographyOnline System: Provides
discussion spaces for idea development
Living Archive: AI-generated
movements for inspiration
10
11Group choreography
12
13Presenting team
projects		Midterm review of group
creations		VLLO: Video editing app
14Group creation presentations
15Class warm-up and discussion
of the presentations
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.

Share and Cite

MDPI and ACS Style

Park, S.; Kim, Y. Leveraging Educational Technology in Liberal Arts Dance Sports: Exploring Effectiveness and Sustainable Application. Sustainability 2024, 16, 8491. https://doi.org/10.3390/su16198491

AMA Style

Park S, Kim Y. Leveraging Educational Technology in Liberal Arts Dance Sports: Exploring Effectiveness and Sustainable Application. Sustainability. 2024; 16(19):8491. https://doi.org/10.3390/su16198491

Chicago/Turabian Style

Park, Sunghae, and Yeonjae Kim. 2024. "Leveraging Educational Technology in Liberal Arts Dance Sports: Exploring Effectiveness and Sustainable Application" Sustainability 16, no. 19: 8491. https://doi.org/10.3390/su16198491

APA Style

Park, S., & Kim, Y. (2024). Leveraging Educational Technology in Liberal Arts Dance Sports: Exploring Effectiveness and Sustainable Application. Sustainability, 16(19), 8491. https://doi.org/10.3390/su16198491

Note that from the first issue of 2016, this journal uses article numbers instead of page numbers. See further details here.

Article Metrics

Back to TopTop