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Korean Society of Dance Science
[ Article ]
Official Journal of the Korean Society of Dance Science - Vol. 42, No. 4, pp.81-98
ISSN: 1229-7836 (Print) 2713-6949 (Online)
Print publication date 31 Oct 2025
Received 29 Aug 2025 Revised 09 Oct 2025 Accepted 21 Oct 2025
DOI: https://doi.org/10.21539/Ksds.2025.42.4.81

디지털 플랫폼 기반 라틴댄스 학습 메커니즘: 자기결정이론에 근거한 실증 분석

근여* ; 김주영**
*강원대학교 글로벌융합학과 박사과정 13102200391@163.com
**강원대학교 글로벌융합학과 외래교수, 교신저자 jykim0107@naver.com
Learning Mechanisms of Latin Dance on Digital Platforms: An Empirical Analysis Based on Self-Determination Theory
Jin, Yu* ; Jooyoung Kim**
*Ph.D. Candidate, Major in Department of Global Convergence, Kangwon National University
**Adjunct Professor, Department of Global Convergence, Kangwon National University


CopyrightⒸ 2025 by the Korean Society of Dance Science

초록

글로벌 디지털 전환의 흐름 속에서 교육은 전통적 교실을 넘어 다원적·탈중심적 학습 공간으로 확장되고 있으며, 디지털 플랫폼의 예술 교육적 가치가 주목받고 있다. 그러나 기존 연구는 교육 기술이나 사용자 행동에 치중되어 있으며, 기술 중심의 공연 예술인 라틴댄스와 같은 무용 학습이 디지털 플랫폼 환경에서 작동하는 메커니즘에 대한 체계적 논의는 부족하다. 본 연구는 라틴댄스를 사례로, 디지털 플랫폼이 무용 교육의 구조적 기능을 어떻게 담지하는지를 규명하고, 예술 교육이 직면한 이론적 공백과 실천적 과제를 해소하고자 하였다. 387부의 유효 표본을 바탕으로 구조방정식모형을 적용한 결과, 학습 동기는 자율성·유능감·관계성 충족에 의해 형성되며, 특히 유능감이 만족도에 가장 강한 영향을 미쳤다. 학습 만족도는 기술 향상·커뮤니티 상호작용·자율적 선택에 의해 형성되었으며, 집단과 플랫폼에 따라 차이를 보였다. 또한 학습 만족도는 심리적 욕구와 행동 의도 간의 핵심 매개로 작용하여, 긍정적 경험이 지속적 학습·타인 추천·오프라인 학습 참여로 전환되도록 하였다. 이러한 결과는 교실 중심의 전통적 교육 논리를 넘어, 디지털 플랫폼 기반의 새로운 분석 패러다임을 제시한다. 연구는 교육 기관과 정책 입안자가 플랫폼을 활용해 교육 혁신과 온·오프라인 연계를 촉진할 수 있는 실증적 근거를 제공하며, 동시에 학습 장벽 완화·문화 참여 확대·문화 간 교류 촉진에서 플랫폼의 독자적 가치를 강조한다. 이를 통해 무용 교육이 글로벌 디지털 전환 속에서 지닌 중요한 발전 잠재력을 드러낸다.

Abstract

Amid the wave of global digital transformation, education has expanded beyond the traditional classroom into diverse and decentralized learning spaces, with the potential value of digital platforms in arts education receiving increasing attention. However, existing research has primarily focused on educational technology or user behavior, leaving the learning mechanisms of dance—an art form characterized by high levels of technicality and performativity—largely unexplored. This study takes Latin dance as a case to examine how digital platforms embody the structural functions of dance education, thereby addressing both the theoretical gaps and practical challenges faced by arts education in the digital era. Drawing on 387 valid survey responses and employing structural equation modeling, the study finds that learning motivation is shaped by the fulfillment of autonomy, competence, and relatedness, with competence exerting the strongest effect on learning satisfaction. Learning satisfaction is jointly influenced by skill improvement, community interaction, and autonomous choice, while notable variations emerge across learner groups and platforms. Moreover, learning satisfaction serves as a critical mediator between psychological needs and behavioral intentions, enabling positive experiences to translate into continued learning, recommendations to others, and even offline participation such as courses, partner training, and competitions. These findings move beyond the traditional classroom-centered logic of dance education and propose a new paradigm for analyzing platform-based learning. The study provides empirical evidence for how educational institutions and policymakers can leverage digital platforms to drive pedagogical innovation and foster online–offline integration. At the same time, it underscores the unique value of platforms in lowering barriers to learning, expanding cultural participation, and promoting cross-cultural exchange, thereby highlighting the significant developmental potential of dance education within the global digital transformation.

Keywords:

Digital platform learning, Latin dance education, Self-determination theory, Learning satisfaction and behavioral intention

키워드:

디지털 플랫폼 학습, 라틴댄스 교육, 자기결정이론, 학습 만족도와 행동 의도

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