MICRO-LEARNING WITH TIKTOK VS. CLASSROOM INSTRUCTION: DANCE ACQUISITION AMONG PHYSICAL EDUCATION STUDENTS

This study explores the educational potential of TikTok as a platform for procedural motor learning. A total of 120 undergraduate physical education students were randomly assigned to one of two groups: a traditional instruction group and a TikTok-based learning group. Participants learned a short dance routine either from a teacher in a classroom setting or by watching a TikTok video. One week later, their dance was evaluated by independent experts based on five criteria: movement memory, rhythm, technique, spatial control, and overall impression. Contrary to the initial hypothesis, no statistically significant differences were found between the two groups in any of the performance measures. However, the results suggest that TikTok-based learning can achieve comparable outcomes to traditional instruction, indicating its potential as an instructional method. This study highlights TikTok's capacity to support engagement in learning, while calling for further research to determine the conditions under which such platforms can effectively substitute or complement traditional pedagogies.