Effects of an Online Annotation-Based Dance Performance Commenting Approach on Students' Feedback to Peers

Abstract

Sharing videos and giving peer feedback are important learning activities for improving students' dancing skills and encouraging them to reflect what they have learned. In this study, an online annotation-based dance performance commenting approach was proposed, and effectiveness of this approach in improving students' peer-feedback quality was investigated. The participants in this study were 100 students, who completed the ＂Aerobic Dance＂ course. The students were assigned into an experimental group who learned with the proposed approach, and a control group who learned with the conventional peer-feedback approach. The students' comments to peers were recorded and analyzed. In addition, questionnaires and group focal interviews were conducted to evaluate the student's perception. The results showed that students, who learned with the online annotation-based dance performance commenting approach, provided not only high quality feedback, but also detailed comments to peers than those who learned with the conventional peer-feedback approach. Moreover, t-test result showed that the experimental group provided more feedback at the knowledge of performance level as well as revealed higher technology acceptance and learning satisfaction degrees than the control group. On the other hand, no difference was found on reflection levels between the groups. To sum up the findings, the proposed approach was able to promote the students' peer-feedback quality and quantity as well as their perceived usefulness and learning satisfaction.