Creating personalized immersive dance learning environments using augmented reality interfaces to adapt to individual student progress and style

Dance learning (DL) can be challenging and traditional teaching methods often fall short of meeting the diverse needs of learners. Cutting-edge technology, in particular augmented reality (AR)-powered immersive digital learning environments, provides an approach to enhancing the educational process. The goal of this research is to develop a sophisticated AR application that tailors dance education to each student’s unique learning preferences and pace. The AR application was used by a randomized sample of 150 participants to help their DL journey by dynamically adapting to their learning preferences. A mixed-methods approach was used, integrating quantitative assessments of movement accuracy according to pre-established dance standards with qualitative input. Through avatar-based visualizations, the AR system offers real-time feedback to trainees, enabling them to see precise actions mirrored in their performances for individualized instruction and skill improvement. This adaptive technology adjusts difficulty levels based on user performance, fostering a tailored learning experience that aligns with individual progress and stylistic differences. SPSS version 29 of analytical models such as chi-square test, ANOVA, paired t-test, and linear regression was assessed to evaluate effectiveness in the AR intervention compared to traditional methods. Results indicated significant improvements in participants’ dance proficiency, instruction, and guidance (IG), feedback and correction (FC), practice and repetition (PR), evaluation and assessment (EA), participation and motivation (PM), and skill development (SD). The findings of AR in Group A have obtained IG at 0.78, FC at 0.70, PR at 0.82, EA at 0.75, PM at 0.80, and SD at 0.74 which is higher than Group B of AR has obtained IG at 0.65, FC at 0.55, PR at 60, EA at 0.50, PM at 0.65, and SD at 0.58. In conclusion, the findings suggest that immersive DL environments powered by AR can significantly improve DL outcomes by accommodating individual student progress and style, ultimately transforming traditional dance education.