Using immersive learning in teaching dance composition to develop student creative autonomy

Resumo

The educational transformations of the 21st century, linked to the digitization of learning and active implementation of innovative pedagogical technologies, are driving the search for new approaches to learning. The study aims to explore the possibilities of using immersive learning in the process of teaching dance composition and its impact on the development of student creative autonomy. Two groups of students (control and experimental) participated in the study, who were taught using different educational approaches: traditional methods and immersive learning. As a result of the experimental training, a significant increase of creative autonomy in the experimental group was recorded. The overall level of creative competence increased by approximately 41% (from an average of 3.15 to 4.45), while in the control group, the increase was about 16% (from 3.05 to 3.55). The most significant changes were observed in experimental skills (about 47%) and to independently create dance composition (about 44%), which indicates the effectiveness of using immersive learning in fostering creative autonomy among choreography students. The results confirmed the effectiveness of immersive learning in teaching dance composition, as evidenced by a significant increase in creative autonomy in the experimental group compared to the control group.