Abstract
Chinese martial arts (Kungfu) is a popular cultural heritage, but its teaching and learning is very traditional. Social media have been increasingly used in education. The use of social media fosters a virtual learning environment for better interaction and helps effective and efficient learning. This research investigates how social media aids Kungfu learning and preservation and the factors affecting learners' behavioral intention. Semi-structured interviews with learners were conducted to obtain qualitative data. Many learners are currently using YouTube, Facebook, and WhatsApp to share videos, exchange learning materials, and communicate with teachers and classmates. Using social media helps preserve Kungfu in two ways—heritage protection and interest arousal—while face-to-face lessons are still highly valued. Recommendations are suggested to teachers, learners, martial arts associations, and the Hong Kong government accordingly.
TopIntroduction
Driven by the rapid development of the Internet and mobile technologies, social media have been increasingly integrated into the toolboxes of most teachers and have also been broadly used in education (Ma, Chiu, & Tang, 2016; Zhang, Huang, Chiu, & Ho, 2015). The use of social media fosters a virtual learning environment for better interaction among teachers and learners and enables learners to learn more effectively and efficiently (Dong et al., 2021; Lei et al., 2021; Tse et al., 2022). Social media are now servings as aids and extensions to e-Learning, referring to learning with the support of electronic resources, which has become widespread as a social phenomenon (Zhang et al., 2015; Leung et al., in press). Thus, social media, which provides a collaborative virtual learning environment, have been increasingly adopted in education (Popescu, 2014; Lei et al., 2021). Social media-supported e-learning can improve collaboration by connecting people who share mutual desires and interests, encouraging active involvement, enhancing the variety and access to education, as well as unifying and sharing content (Lei et al., 2021; Leung et al., in press).
Chinese martial arts, also called Kungfu or Wushu, are popular Chinese cultural heritages. Teaching and learning Chinese martial arts have been very traditional. Transmission of the skills, techniques, and knowledge to the next generations is mainly based on personal contacts and oral communication between masters and learners (Lo et al., 2021). Consequently, establishing the “Master-disciple” bond is greatly significant in maintaining the continuity and stability of Chinese martial arts (Lo et al., 2019; 2021).
Although Chinese martial arts masters appear to be very traditional and conservative and may refuse to use advanced technology in assisting their teaching work, some Kungfu masters have recently applied social media and other technologies in their teaching (Lo et al., 2019; 2021). Chinese martial arts learning is about learning skills, techniques, and tacit knowledge, many of which cannot be effectively depicted with text or diagrams (International Guoshu Association, 2017). Thus, a collaborative learning environment and a community of practice supported by social media could facilitate effective Chinese martial arts learning (Lei et al., 2021). Besides, social media could also be an effective platform for preserving Chinese martial arts (International Guoshu Association, 2017; Lo et al., 2019). Therefore, this research aims to better understand the application of social media in Chinese martial arts learning and preserving Chinese martial arts.
Key Terms in this Chapter
Social media: Interactive network technologies and digital channels that facilitate the creating and sharing of information, ideas, interests, images, videos, links, and other information.
Guoshu/Kungfu: A synomym for Chinese martial arts.
Semi-Structured Interview: A qualitative research method commonly used in the social sciences: which is open (as opposed to a structured interview that is strict and does not allow diversion), allowing new ideas to be brought up according to the interviewee’s responses, thus resulting in rich data.
Martial Arts: Codified systems and combat traditions practiced for purposes such as self-defense, military, law enforcement competition, physical, mental, and spiritual development, entertainment, and intangible cultural heritage preservation.
Community Of Practice: A group of people sharing a common concern of what they do and learn how to do it better with regular interactions.
Virtual Learning Environment (VLE): A commonly used web-based platform for learning that allows teachers to digitalize learning, for instance, offering assessments with feedback, learning resources in multiple formats, and the course structure and organizing activities for social interaction and communication in discussion forums, to students.