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Dance education has seen a significant shift in instructional techniques thanks to the rapid development of mobile technologies. This paper critically reviews existing literature to examine the effects of mobile learning on dance education, with an emphasis on learning outcomes, learners’ engagement, and resource accessibility. The finding shows that mobile learning helps to encourage learner motivation and engagement, offers a learner-centered and flexible environment, and develops better dance skills. However, the paradox of mobile learning lies in its focus on dance, a fundamentally physical and kinaesthetic art form, now mediated through virtual platforms; it also hinges on the preparedness of educators, student ownership, and technology access. To capitalize on the benefits of mobile learning in dance education, some pedagogical and technological challenges need to be addressed. Based on results from previous research, this paper provides recommendations for practitioners and policymakers who are encouraged to view mobile learning technology as an important component of dance curriculum and a valuable learning resource.
Songni et al. (Fri,) studied this question.