Development of Digital Technology Teaching Aerobic Dance Model for University Students in Hunan, The People’s Republic of China

Abstract

Background and Aims: The development of a Digital Technology-Based Aerobic Dance Teaching Model aims to enhance the effectiveness of aerobic dance instruction for university students in Hunan Province, China. Given the rising popularity of aerobic dance and the limitations of traditional classroom-based teaching, this study addresses the need for a flexible, technology-driven model that facilitates learning both inside and outside the classroom. The primary objective is to design, validate, and implement an innovative teaching model that leverages digital technology to optimize aerobic dance learning outcomes.

Methodology: The study employed a multi-phase research design, including questionnaire surveys, expert interviews, and Delphi method validation. The sample comprised 577 participants from four universities in Hunan Province, including both students and instructors. Data collection focused on assessing the current state of aerobic dance education and identifying key elements for model development. The Delphi method involved three iterative rounds with 19 experts, including university deans, professional aerobic coaches, and digital platform specialists, to refine the model's framework. Expert interviews with seven specialists provided qualitative insights to optimize model components. The final model was validated using the Connoisseurship method with seven experts, ensuring practicality and adaptability across diverse learning environments. Statistical analysis included the Item-Objective Congruence (IOC) index for content validity (IOC ≥ 0.75), Cronbach's Alpha for reliability (α > 0.80), and Exploratory Factor Analysis (EFA) to confirm structural validity, with factor loadings exceeding 0.70.

Results: The developed model demonstrated high reliability and structural validity, supporting its application for enhancing aerobic dance education. Key findings include improved teaching effectiveness, greater student engagement, and enhanced learning flexibility. The model's digital platform enables interactive learning, remote practice, and accessible content delivery, effectively overcoming the limitations of traditional classroom-based instruction. Statistical analysis confirmed the model's robust design, showcasing high internal consistency and validated components.

Conclusion: The Digital Technology-Based Aerobic Dance Teaching Model provides an innovative framework for aerobic dance education at universities in Hunan. Its technology-driven design facilitates flexible learning and improves student outcomes. The model is practical, adaptable, and scalable, offering a sustainable solution for modernizing physical education while expanding learning opportunities beyond traditional classroom settings.