Analyzing Multimodal Teaching Behaviors in College Dance Education: A Technology-Integrated Approach with Lag Sequential Analysis

Ming Zhang; Fangyuan Chen; Yan Mo

doi:10.61414/7cegk338

Abstract

The integration of information technology is introducing a new paradigm for dance classroom teaching in higher education, moving beyond the traditional, teacher-centered approach of oral transmission and physical demonstration. To investigate the effectiveness of the technology-enhanced teaching model in higher education dance courses, this study constructed a multimodal classroom behavior analysis coding system containing 23 teaching modes specifically designed for dance classroom characteristics. Using videos recorded a university’s Dance course (N = 72 students, 8 sessions) as a corpus, a learning analysis model was designed to annotate and analyze the multimodal behaviors in technology-integrated and traditional dance classrooms. Through lag sequential analysis and quantitative analysis of behavior coding, the results indicated that high-frequency modal combinations synergistically enhance the teaching effect, boosting knowledge transfer efficiency, cultural understanding, creative practice, and teacher-student interaction. The technology-integrated classroom demonstrates regular patterns in dance teaching behavior sequences. Furthermore, while both traditional and multimodal classrooms utilize language and movement, the multimodal approach emphasizes student-centered pedagogy and integrated educational technology, thereby expanding the use of non-body modalities such as video. These findings not only provide empirical evidence for optimizing technology integration in dance pedagogy but also establish a behavioral-level analytical framework for future research in performing arts education.

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