Student acceptance and evolving teacher roles in mixed reality dance education

Abstract

With the ongoing digitalization of dance education, there remains a lack of instruments to evaluate students’ needs concerning the integration of Mixed Reality (MR). This study aimed to develop the MR Dance Attitude Scale (MR-DAS) based on Gardner’s Multiple Intelligence (MI) Theory as the conception framework and to investigate how MR acceptance may reshape future teaching roles. A mixed-methods approach was employed, comprising a validated questionnaire administered to 110 dance majors and semi-structured interviews (n = 7). Validity and reliability were assessed using SPSS 26.0. Quantitative results demonstrated strong suitability for factor analysis (KMO = 0.926, p < 0.001). Exploratory Factor Analysis extracted 27 items grouped into three dimensions: Learning Impact, MR Teaching Intention, and Equipment Requirements. Qualitative findings highlighted multiple barriers influencing technology acceptance. Findings indicated that students are highly receptive to MR due to its potential to enhance learning efficiency and interactivity; however, they also emphasized the irreplaceable role of human teachers in fostering creativity, interpreting culture, and ensuring safety. These insights support a collaborative model combining teachers and MR technologies. The validated instrument as a reliable assessment instrument, is capable of identifying the varied learning needs of students, and offers a practical resource for educators aiming to further investigate the application and advancement of MR technology in educational contexts. This contributes to the realization of sustainable and quality education aligned with Sustainable Development Goal 4.