Blended Learning in Chinese Higher Education: Effects on University Students’ Modern Dance Performance and Learning Motivation

Abstract

This study investigates the pedagogical impact of Blended Learning (BL) on undergraduate students' dance performance and learning motivation in modern dance education in China. Employing a quasi-experimental design, 50 students were assigned to either a traditional face-to-face (FTF) instruction group or a BL group that integrated digital learning components, such as pre-recorded instructional videos and asynchronous online discussions, with in-person sessions. Over 13 weeks, participants in the BL group demonstrated significantly greater improvements in dance performance (η² = 0.24) and intrinsic motivation than those in the FTF group, while also showing a more pronounced reduction in amotivation. No significant differences were found in extrinsic motivation between the two groups. These findings are interpreted within the Self-Determination Theory (SDT) framework, which emphasizes the importance of autonomy, competence, and relatedness in fostering intrinsic motivation. The results suggest that BL can enhance technical proficiency, engagement, and self-directed learning in creative and performance-based disciplines such as modern dance. The study highlights the potential of digital tools to support flexible, student-centered instruction, particularly in non-Western educational contexts. Future research should consider longitudinal approaches, explore cross-institutional applications, and evaluate the integration of AI-enhanced feedback systems to further optimize the role of BL in performing arts education.