A bi-ethnographic study of the use of ChatGPT in dance teaching in Chinese and Thai higher education

In the context of the increasing integration of generative artificial intelligence (AI) tools, such as ChatGPT, into higher dance education, this study examines the interaction patterns between dance educators and ChatGPT in educational institutions in China and Thailand, and their impact on the teaching and learning processes. As four dance educators in higher education, we reflect on the potential applications of AI in dance education, based on our own teaching practices. Particularly its role in constructing virtual teaching spaces and facilitating post-human educational interactions. Utilizing a bi-ethnographic approach, we collected and analyzed qualitative data on the interactions between dance educators and ChatGPT through field investigations. Combining bi-ethnographic dialogues, we explored in depth the application scenarios and impacts of ChatGPT in higher education settings. The findings indicate that, despite ongoing debates about the use of generative AI in higher education, it offers positive support for teaching and learning, especially in terms of interactions between human and non-human elements. This research reveals the innovative applications of generative AI in dance education; emphasizes the importance of exploring human-machine interactions in higher education; and provides new theoretical perspectives and practical pathways for the digital transformation of dance education.