Dance academicians' use of instructional technologies and their views on dance technologies: An evaluation based on the unified theory of acceptance and use of technology 2

This study examines the use of teaching technologies among dance academicians and their attitudes towards dance technologies using the theoretical framework of the Unified Technology Acceptance and Usage Model-2 (UTAUT-2). In today's times, the transition to digital in dance education involves the incorporation of technology tools into dance learning, as in most art fields. In this place, the role of dance technologies in learning activities increases the grade of instructional tasks and enhances learning experiences of the students. Following the area of research, one of the descriptive scanning models within quantitative research procedures is applied. Data are collected in the form of an internet survey and outcomes are examined through the SPSS program. Statistical tools such as frequency, percentage, arithmetic mean, standard deviation and multiple regression are used to analyze the data. With respect to the UTAUT-2 model per se, the impact of factors such as performance expectation, effort expectation, social influence, facilitating conditions, hedonic motivation, habit and price value on the use of technology is examined. The study findings indicate that dance academicians adopt instructional technologies with a positive attitude but are cautious about the transfer of the technologies to the context of teaching dance. Performance expectations and facilitating conditions are found to have a direct impact on technology usage. Additionally, hedonic motivation and habit level are discovered to strengthen the application of educational technologies for more frequent usage in the case of dance.