Platformized embodied learning: TikTok and the transformation of dance pedagogy in Topeng Malangan

Short-form video platforms expand access to dance movement references, yet Topeng Malangan learning continues to depend on rhythm, expression, choreographic continuity, and embodied correction developed through rehearsal. This study examines how TikTok-related short-video practices and platform visibility conditions are involved in observation, repetition, choreographic fragment selection, and bodily orientation, and how platform-mediated movement references are negotiated through embodied correction and pedagogical authority. The study employed a qualitative interpretive design involving 11 participants, comprising six student dancers, three dance instructors, and two short-video content creators. Data were generated through semi-structured interviews and non-participant rehearsal observation and analysed using reflexive thematic analysis. The findings show that replay and fragmentation were associated with selective attention to movement units, recording introduced a performative orientation between stage and screen, and platform-mediated references continued to be negotiated through teacher correction. Expanded visual access did not eliminate pedagogical authority in evaluating rhythm, expression, transitions, and choreographic continuity. The study develops the concept of platformized embodied learning to explain how platform-mediated references can enter attention and bodily representation before being enacted, validated, and recontextualised through embodied practice. Pedagogical transformation lies in the changing relationship between visual access, bodily orientation, and pedagogical authority in the formation of movement knowledge.