Preserving Krabi Krabong through Blended Self-Directed Learning Software and Dance Notation: A Digital Heritage Approach
DOI:
https://doi.org/10.48048/ajac.2026.61Keywords:
Blended self-directed learning software, Constructionism, Cultural preservation, Dance notation, Digital heritage, Motion learningAbstract
This study explores a digital heritage approach for preserving Krabi Krabong, a traditional Thai martial art, through the development and implementation of blended self-directed learning software based on Labanotation. Using a quasi-experimental design, 45 teacher trainees without prior experience in Krabi Krabong participated in a four-week training program. The research followed three phases: (1) content analysis of Krabi Krabong curriculum and alignment with notation-based instruction, (2) development and expert validation of instructional tools, including a teaching guide, notation reading test, and performance assessment, and (3) classroom implementation to evaluate learning outcomes. All instruments demonstrated strong content validity (IOC = 1.00). Results revealed significant gains in notation comprehension, with average scores rising from 3.83 to 9.49, and in Krabi Krabong performance, from 1.30 to 2.90 (p < .001). Proficiency analysis showed that 72% of learners achieved “Good” to “Very Good” levels in notation comprehension, while 67% demonstrated basic proficiency in practical performance. The findings confirm that validated instructional design and technology-enhanced blended self-directed learning grounded in constructionist principles can bridge gaps between symbolic literacy and embodied practice. By combining notation-based documentation with interactive digital tools, this approach offers a replicable framework for integrating intangible cultural heritage into formal education. Policy implications include the potential integration of Krabi Krabong into physical education curricula, supported by digital resources that reduce reliance on limited expert instructors. Furthermore, the study suggests future pathways such as developing a “digital museum” of Krabi Krabong and extending the model to other martial traditions, including Muay Thai, Japanese Kenjutsu, and Chinese Wushu. Overall, the research contributes to digital heritage by demonstrating how blended self-directed learning platforms can democratize access, sustain cultural continuity, and modernize pedagogy for traditional performing arts in the digital era.
Highlights
This study presents a practical approach to preserving Krabi-Krabong, a traditional Thai martial art, by applying Labanotation and digital self-learning tools to document and teach stylized dance movements. The developed system enhances learners’ accuracy, autonomy, and engagement while maintaining cultural authenticity. Experimental results indicate improved movement reproduction and self-management skills. The integration of technology with intangible cultural heritage offers a sustainable model for cultural transmission and future interdisciplinary applications in education and digital humanities.
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References
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