This study examines pre-service teachers’ educational perceptions of digital physical expression activities while utilizing lifelogging tools such as Mocopi and Padlet with 58 pre-service teachers from two departments at C National University of Education.. Using Q methodology, the study proceeded through the following stages: the development of Q statements related to the research topic, the selection of participants as the P sample, and factor analysis to identify types of educational perceptions. As a result First, the Active Acceptance and Selective Utilization groups highlighted the positive aspects of lifelogging, including memory support, personalized learning experiences, and creative self-expression. Second, the Avoidant and Indifferent groups pointed out negative factors, such as concerns about privacy invasion, psychological burden, and digital fatigue. Third, the findings emphasized the need to provide user-tailored solutions for effective adoption. Fourth, lifelogging-based physical activities with Mocopi and Padlet were shown to foster social presence and strengthen mutual connectedness among learners.

This study aims to develop and implement an educational program to help elementary school students increase their mimetic expression skills by integrating storytelling into Hwataogeumhui, a movement set developed in China. Based on applied research, the results of the study are as follows. The program, structured around the processes of observation, mimicry, composition, and practice, consisted of five sessions targeting third-grade students, with each session lasting 40 minutes. Activities included observing animal movements through videos, performing Hwataogeumhui, creating their own movements as a group, presenting their work, and practicing exercise. The educational effects were qualitatively evaluated based on teachers’ reports on students’ progress and group presentations. The results revealed three educational effects: movement motivated through storytelling, complexity and mutual complementarity experienced by group activities, and learning abilities enhanced through the integration of other subjects into dance. Additionally, it is necessary to provide diverse and rich educational materials tailored to students’ learning levels. Furthermore, it is recommended that elementary school teachers have basic knowledge in dance education in order to implement gradual and continuous dance classes in elementary schools.