ABSTRACT

This study explored the implementation of blended teaching in the Animation Audio-Visual Language course at Chengdu Vocational University of the Arts, examining demographic influences, teachers’ competence, and challenges in practice. It assessed participants’ evaluations based on gender, age, educational attainment, and position, alongside analyzing teachers’ knowledge, skills, and attitudes. Using a quantitative approach, surveys were conducted with six teachers and 144 students during the 2022-2023 academic year. Results showed no significant influence of gender on assessments, but age, educational attainment, and position significantly impacted evaluations, with older and more educated participants offering more positive feedback. Teachers displayed strong knowledge and skills in blended teaching but faced challenges in adapting to emerging technologies. Female teachers and those with master’s degrees demonstrated more positive attitudes, highlighting their openness to innovative teaching strategies. Key challenges included insufficient student interaction, difficulty integrating theory with practice, and limited mastery of diverse animation styles, particularly when incorporating AI technologies. Based on these findings, an action plan was developed to strengthen technical support, enhance student engagement, manage workloads, and improve the application of audiovisual techniques. These recommendations aim to optimize blended teaching effectiveness, promote better learning outcomes for students, and support teachers’ professional growth. The study underscores the role of experience, education, and adaptability in advancing sustainable and effective blended learning models within creative disciplines.

Keywords: Blended Teaching Modality， Animation Audio-Visual Language Teacher Competence， Profile Variables
https://doi.org/10.57180/hfof1101