First Advisor

Ray Schwartz

First Committee Member

Anne Toewe

Degree Name

Master of Arts

Document Type

Thesis

Date Created

12-2025

Department

College of Performing and Visual Arts, Theatre Arts and Dance, Theatre Arts and Dance Student Work

Abstract

The purpose of this study was to investigate the effectiveness of dance-integrated pedagogical methods in enhancing the learning experiences of students in an introductory computer science course. In particular, the research aimed to measure the impact of creative movement on student comprehension, engagement, and perceptions of computer science. To guide this investigation, the study explored three research questions: Does integrating dance into lessons impact students’ comprehension of fundamental computer science concepts? How does dance integration affect student perceptions of both dance and computer science? And what elements of dance contribute to differences in comprehension between dance-integrated and traditional lessons? A quasi-experimental design with twenty children ages eight to eleven compared four dance-integrated lessons to traditional instruction on foundational computer science topics. Quantitative data were collected through pre- and post-tests, surveys, daily quizzes, and questionnaires to measure student comprehension, engagement, and perceptions. Findings suggested that dance-integrated instruction enhanced students’ understanding of abstract computer science concepts and increased their engagement and interest in the subject. Participants identified spatial and rhythmic elements of dance, such as repetition, direction, and size, as particularly helpful for understanding computational ideas. Overall, the results indicate that embodied, arts-integrated approaches may provide a meaningful and engaging pathway for teaching abstract and logical subjects such as computer science.

Abstract Format

html

Disciplines

Computer Sciences | Dance | Educational Methods

Keywords

dance; computer science; interdisciplinary education; dance interdisciplinary education; interdisciplinary education in computer science

Language

English

Extent

99 pages

Rights Statement

Copyright is held by the author

Digital Origin

Born digital

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