Evaluating Virtual Reality Application from the Teacher's Perspective in Dance Education

In this study, we have investigated the Virtual Reality (VR) Technology Acceptance Model (TAM) for dance education to examine the teacher and experts perspective atti-tudes toward using VR technology that enables interactive and immersive experiences for students. This technology provides users with a three-dimensional virtual environment, allowing for tracking and monitoring of training instructions. The research aim to evaluate a three-dimensional environment with an avatar driven by Motion Capture (MoCap) data from actual dance and video. The content of the VR application has two parts, each containing six dances for skilled trainees, and then we specified a different avatar for each part, to give the real impression of the dancer. The key element of the evaluation of 20 teacher’ and experts' views and opinions of the four key components of the virtual reality application: course content, course design, interface and media content, and practical requirements with The participants expressed overall satisfaction. The result shows the result out of 5 of TAM for the course content (4.14), course design (4.26), interface and media content (4.02), and practical requirements (3.96). Through analysis of the data with a positive rating course content, indicating it's accurate, suitable for learners, and effective. Where we utilized video and a 3D avatar simultaneously to fill the gap in the video comments, making it easier for the user to have a complete view. Regarding the interface and media content, participants praised the user friendliness and educational value of the VR application, assessing both to be remarkable. The study derived insights into the potential, constraints, and applications of MoCap in visualizing dance. The findings indicate that MoCap holds great promise as an educational tool in dance, particularly when visualizations exhibit a high level of details.

I. Introduction

The implementation of digital technology in education has significantly increased during the past few decades across all academic levels, from primary schools to postgraduate institutions. Due to today's students' innate familiarity with digital tools and platforms, this increase has provided a variety of opportunities for instructors to take advantage of new technologies and improve the learning experience for those students [30]. Although the adoption of digital technologies has the potential to increase students' motivation and improve their skill sets, educators have the challenge of effectively identifying, evaluating, and determining the most suitable tools that are related to their objectives (cf. [11], [15], [24], [31]). To guarantee that the chosen technologies contribute beneficially to the targeted learning outcomes takes a proper evaluation of the process [34].