An Examination of Students’ Mobile Learning Readiness and Attitudes Toward Online Dance Courses: The Case of Sport Sciences

This study was conducted to determine the mobile learning readiness levels of students at the Faculty of Sport Sciences and to examine the effect of these levels on attitudes toward online dance courses. Within this framework, students’ readiness levels for mobile learning and their attitudes toward dance courses were investigated.The participants of the study consisted of 139 students (F: 51, M: 88) enrolled in the Faculty of Sport Sciences at Muğla Sıtkı Koçman University during the 2022–2023 academic year, who were taking a dance course at the time and voluntarily agreed to participate in the research. Data were collected through the Mobile Learning Readiness Scale and the Attitude Toward Dance Scale. The Mobile Learning Readiness Scale was adapted into Turkish by Şata, Çorbacı, and Koyuncu (2019), while the Attitude Toward Dance Scale was developed by Durhan (2019).Since all assumption tests were met, parametric tests were employed for advanced analyses. Paired sample t-tests were used for pre-test and post-test comparisons, independent sample t-tests for gender comparisons, and one-way ANOVA for comparisons across various independent variables. According to the research findings, mobile learning readiness levels did not change after the intervention. However, significant differences were observed in the sub-dimensions of the Attitude Toward Dance Scale, namely awareness, motivation, and avoidance. Comparisons by department revealed that students in the teaching program scored higher in awareness, motivation, avoidance, and various factor dimensions compared to students in other departments.The fact that no significant change was observed in mobile learning readiness levels following the intervention suggests that participants’ existing attitudes and competencies toward mobile learning may not be transformed through short-term practices. On the other hand, the significant differences identified in the sub-dimensions of the Attitude Toward Dance Scale (awareness, motivation, and avoidance) indicate that online dance courses can influence individuals’ perceptions and emotional responses toward dance. In particular, the finding that teaching program students achieved higher scores across all sub-dimensions implies that their pedagogical formation and subject-related interest may play a decisive role in shaping their attitudes. These findings emphasize the importance of considering the characteristics of the target audience in the implementation of online dance education.