Investigating Psychological Motivations to Use Online Physical Learning: A Theoretical Study in the Dance Education.

Introduction: Online education has become increasingly popular during the COVID-19 pandemic. Despite its potential for breaking down environmental, geographic, time, and space constraints, many scholars have found that online education still has much room for development. Online physical education, and especially dance education, face challenges due to the high demands of physical interactions and safety requirements. However, only a few scholars have explored the psychological motivations in the context of higher education dance students. Therefore, this study enriches this stream of literature by investigating the motivations of students' intention to use online dance learning.

Methods: Structural equation modeling is performed in this study. Empirical data were collected from China to examine the relationship between constructs. This study uses self-determination theory to build a theoretical framework and deeply explore the psychological factors that affect students' attitudes and behavior towards online dance learning. Based on self-determination theory and perceived value theory, the study investigates the interrelationships among the seven latent structures: perceived autonomy on flexibility, perceived online class arrangement competence, perceived usage competence, perceived relatedness with instructors, attitudes, perceived value, and intention to use online dance education.

Results: The structural equation modelling results indicate that perceived autonomy, perceived competence, and perceived relatedness have a positive influence on attitudes, and attitudes have a positive influence on perceived value and the intention to use online dance education. All hypotheses proposed in the theoretical framework are supported by the empirical data analysis.

Discussion: This study extends the self-determination theory to the online dance education context, providing a new perspective for understanding students' motivation to use online dance classes. The research results also provide theoretical support and management inspiration for the sustainable development of art and physical higher education, particularly online dance education.