Abstract
Video is widely used in dance appreciation courses; however, unguided viewing often leads to passive observation rather than analytical understanding. Grounded in multimedia learning theory and instructional scaffolding, this study employed a Design-Based Research (DBR) approach to develop and evaluate a teacher-guided video instructional model in a dance appreciation course in a Chinese university. The DBR process involved iterative phases of design, implementation, analysis, and refinement within an authentic classroom context. A convenience sample of 23 undergraduate dance majors participated in the study. Data were collected through a structured questionnaire consisting of Likert-scale items and open-ended responses. Quantitative data were analyzed using descriptive statistics and reliability analysis, while qualitative data were examined using thematic analysis. Findings indicated that students reported highly positive perceptions of the instructional model, with mean scores ranging from 4.00 to 4.43 on a five-point Likert scale. Qualitative results revealed improvements in observational awareness, analytical understanding, and learning engagement. The study demonstrates that structured teacher guidance can transform video viewing from passive observation into an active analytical learning process and provides a practical instructional framework for dance appreciation and other arts education contexts.
First Page
215
Last Page
231
Ethics Approval
Yes
Declaration Statement
N/A
Recommended Citation
Meng, C., & Zhou, T. (2026). A Hierarchical and multidimensional approach to profiling students’ digital skills in educational technology. Journal of Educational Technology Development and Exchange (JETDE), 19(2), 215-231. https://doi.org/10.18785/jetde.1902.10
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