무용교육과정에서의 무용테크놀로지 및 매체 수용에 관한 연구
A Study on the Acceptance of Dance Technology and Medium in Dance Curriculum
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In recent years, new dance technology and medium have been introduced in various dance areas. Considering that dance may expand its boundary and move into the another development stage by utilizing new dance technology and medium, it is important to accept new dance technology and medium in dance education, and let dance students try various dance experiments with these digital technologies and medium in order to get rich dance experiences. For these technologies and medium to be accepted and utilized effectively and efficiently in dance curriculum, it is necessary to develop an acceptance model to new dance technology and medium, and empirically test which critical factors influence acceptance decisions at the student level. Then, based on the the technology acceptance model, the purpose of this study is to find out not only determinants affecting user acceptance of new dance technology and medium in dance education, but also test the relationship among factors in the acceptance process. The main results of this study are as follows. First, based on previous studies on digital technology acceptance in the educational environment, the acceptance model of new dance technology and medium include social influence, shared trust, innovation, interest, self-efficacy as external variables. Secondly, while social influence, shared trust and innovation affect perceived usefulness, interest and self-efficacy affect perceived ease of use respectively. This implies that each external variable has different influence on user's perception. Thirdly, while perceived usefulness and acceptance attitude positively influence dance students to accept new technology and medium, perceived ease of use does not directly influence the intention of acceptance. This suggest that perceived usefulness may play a key role in the acceptance model. The outcome of this study may be used as a reference to design several methods to increase students' acceptance of new dance technology and medium, and activate these technologies in the dance curriculum. However, considering that research on the acceptance model in the dance field is very limited but the subject is important, it is hoped that more research in this area be done in the near future.
Abstract
In recent years, new dance technology and medium have been introduced in various dance areas. Considering that dance may expand its boundary and move into the another development stage by utilizing new dance technology and medium, it is important to accept new dance technology and medium in dance education, and let dance students try various dance experiments with these digital technologies and medium in order to get rich dance experiences. For these technologies and medium to be accepted and utilized effectively and efficiently in dance curriculum, it is necessary to develop an acceptance model to new dance technology and medium, and empirically test which critical factors influence acceptance decisions at the student level. Then, based on the the technology acceptance model, the purpose of this study is to find out not only determinants affecting user acceptance of new dance technology and medium in dance education, but also test the relationship among factors in the acceptance process. The main results of this study are as follows. First, based on previous studies on digital technology acceptance in the educational environment, the acceptance model of new dance technology and medium include social influence, shared trust, innovation, interest, self-efficacy as external variables. Secondly, while social influence, shared trust and innovation affect perceived usefulness, interest and self-efficacy affect perceived ease of use respectively. This implies that each external variable has different influence on user's perception. Thirdly, while perceived usefulness and acceptance attitude positively influence dance students to accept new technology and medium, perceived ease of use does not directly influence the intention of acceptance. This suggest that perceived usefulness may play a key role in the acceptance model. The outcome of this study may be used as a reference to design several methods to increase students' acceptance of new dance technology and medium, and activate these technologies in the dance curriculum. However, considering that research on the acceptance model in the dance field is very limited but the subject is important, it is hoped that more research in this area be done in the near future.
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