Development and Evaluation of Constructivist and TPACK-Aligned Digital Resources for Zhuang Dance in Vocational Early Childhood Education: A Mixed-Methods R&D Study
Article Sidebar
Main Article Content
บทคัดย่อ
This article aimed to 1) develop constructivist and TPACK-aligned digital instructional media resources for Zhuang dance courses in vocational early childhood education, 2) examine the potential of the developed resources to support students’ Zhuang dance skill proficiency, and 3) explore students’ learning experiences, cultural understanding, and perceived limitations after using the resources. The study was designed as a mixed-methods research and development (R&D) study. Participants were 45 first-year early childhood education students at Baise Vocational College, selected through purposive sampling. Research instruments included a media evaluation form, a Zhuang dance skill rating scale, and semi-structured interview guidelines. Quantitative data were analyzed using descriptive statistics and a pre/post comparison, while qualitative data were analyzed through thematic analysis. Results were as follows: 1) The developed digital resources consisted of segmented videos demonstrating Zhuang dance, rhythm-practice tools, cultural micro-lessons, reflective tasks, peer interaction functions, and teacher-feedback modules. Expert review and pilot revision indicated that the media were appropriate for supporting vocational early childhood education students because the resources connected dance technique, cultural meaning, and future preschool teaching application. 2) The developed resources helped improve the teaching and learning of Zhuang dance, although the improvement in students’ dance scores was modest. The post-test mean score (M=68.11) was only slightly higher than the pre-test mean score (M=66.87), suggesting that digital media supported technical review and movement familiarity rather than producing a strong independent effect. 3) Interviews showed that students valued the resources for self-directed learning, repeated practice, rhythm review, and cultural understanding. However, digital resources demonstrated limited usefulness for developing expressive performance, emotional projection, and stage presence. Therefore, the resources should be used as blended teaching support alongside face-to-face demonstration, correction, and embodied guidance.
Article Details
อนุญาตภายใต้เงื่อนไข Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
ทัศนะและความคิดเห็นที่ปรากฏในวารสาร ถือเป็นความรับผิดชอบของผู้เขียนบทความนั้น และไม่ถือเป็นทัศนะและความรับผิดชอบของกองบรรณาธิการ
เอกสารอ้างอิง
Jian, Q. (2019). Effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcome. The Electronic Library, 37(5), 842-859. https://doi.org/10.1108/EL-02-2019-0024
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)?. Journal of Education, 193(3), 13-19. https://doi.org/10.1177/002205741319300303
Kwan, Y. W., & Wong, A. F. L. (2015). Effects of the constructivist learning environment on students’ critical thinking ability: Cognitive and motivational variables as mediators. International Journal of Educational Research, 70, 68-79. https://doi.org/10.1016/j.ijer.2015.02.006
Li, H., & Cheong, J. P. G. (2023). Using the ADDIE model to design and develop physical education lessons incorporated with a functional training component. Frontiers in Public Health, 11, 1201228. https://doi.org/10.3389/fpubh.2023.1201228
Li, Z., Zhou, M., & Teo, T. (2018). Mobile technology in dance education: A case study of three Canadian high school dance programs. Research in Dance Education, 19(2), 183-196. https://doi.org/10.1080/14647893.2017.1370449
Lin, J. C., & Jackson, L. (2022). Just singing and dancing: Official representations of ethnic minority cultures in China. International Journal of Multicultural Education, 24(3), 94-117. https://doi.org/10.18251/ijme.v24i3.3007
Lin, Y. N., Hsia, L. H., Sung, M. Y., & Hwang, G. H. (2019). Effects of integrating mobile technology-assisted peer assessment into flipped learning on students’ dance skills and self-efficacy. Interactive Learning Environments, 27(8), 995-1010. https://doi.org/10.1080/10494820.2018.1461115
Mainwaring, L. M., & Krasnow, D. H. (2010). Teaching the dance class: Strategies to enhance skill acquisition, mastery and positive self-image. Journal of Dance Education, 10(1), 14-21. https://doi.org/10.1080/15290824.2010.10387153
Mensah, E. (2015). Exploring constructivist perspectives in the college classroom. SAGE Open, 5(3). https://doi.org/10.1177/2158244015596208
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Molenda, M. (2003). In search of the elusive ADDIE model. Performance Improvement, 42(5), 34-37. https://doi.org/10.1002/pfi.4930420508
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in
Education, 42(2), 123-149. https://doi.org/10.1080/15391523.2009.10782544
Spatioti, A. G., Kazanidis, I., & Pange, J. (2022). A comparative study of the ADDIE instructional design model in distance education. Information, 13(9), 402. https://doi.org/10.3390/info130 90402