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The article examines the impact of AI tools in extracurricular online dance classes on student learning outcomes. The approach to interactive dance learning within Choreography (which is the mandatory discipline) using innovative M-learning platforms and apps such as Moodle and STEEZY has been introduced. An educational experiment was conducted among 40 students of the Institute of Music and Choreography at Ningxia Pedagogical University. The dance accomplishments in the control and experimental groups were assessed using the Choreographic Creativity Rating Scale in three areas: physical skills, presentation, and creativity. The mean levels of dancers’ choreographic skills, as assessed by experts and audience at the end of the educational experiment, were determined. Students’ projects were presented in such directions as: Hip-hop, Open Style, K-pop, House, Breaking, Popping, Whacking, Krump, Jazz Funk. The assessment of 4 levels of dance choreography (level 1—below expectations, level 2—meets some expectations, level 3—fully meets expectations, and level 4—exceeds expectations) in the areas of physical skills, presentation, and creativity of dancers’ skills made it possible to compare learning outcomes in the control group and the experimental group. The expert assessment of students’ achievements suggested that additional online extracurricular activities contribute to better dance skills, effective development of dancers’ physical (+1.6), presentation (+1.16) and creative (+1.01) skills. This article is intended for dance instructors developing effective courses using relevant digital tools.
Xiaojuan Cao (Thu,) studied this question.