The Impact of Digital Intelligence on Vocational Secondary School Dance Courses on Students' Learning Motivation

Abstract

The rapid advancement of digital intelligence technologies has profoundly influenced educational practices, particularly within vocational secondary schools. This study investigates how the integration of digital intelligence affects student motivation in dance courses-a domain that remains underexplored in the educational technology literature. Drawing on empirical evidence from educational technology and motivation theories, the research employs a mixed-methods approach, including classroom observations and student interviews. Findings reveal that interactive digital technologies and adaptive learning systems enhance student engagement and sustain interest in the dance curriculum. The flexible nature of intelligent learning environments effectively accommodates diverse skill levels, fostering inclusive participation. Importantly, the study identifies best practices that maximize motivational benefits while minimizing potential technological barriers. These insights carry practical implications for educators seeking to modernize vocational arts education. Overall, this research contributes to the literature on balancing technical skill development and artistic creativity within digitally augmented learning environments, offering guidance for future curriculum designs that integrate technological innovation with artistic pedagogy.