Analysis of Dance Teaching Behavioral Methods in the Context of Cognitive Modelling

This study investigates dance teaching behavioral methods through the framework of cognitive modeling, employing the Adaptive Control of Thought–Rational (ACT-R) architecture and embodied cognition theory to analyze cognitive-motor learning processes. The research examines how instructional behaviors, including repetition, demonstration, feedback timing, and multimodal cueing, influence memory activation, procedural learning, and skill acquisition. ACT-R simulations and behavioral analyses were conducted to evaluate the effects of different instructional strategies on learning efficiency, movement accuracy, and retention. Results indicate that spaced feedback and multimodal instruction significantly enhance cognitive encoding, motor learning, and long-term skill retention compared with traditional experience-based approaches. The proposed framework is also relevant to training environments that require complex human–machine interaction and procedural skill development, including engineering education in communication, electromagnetic, and antenna-related disciplines. By integrating cognitive science with behavioral instruction, this study provides a systematic methodology for optimizing teaching effectiveness and personalized learning in complex skill-training scenarios.