Impact of Mobile Technology-Integrated Dynamic Assessment on Students' Music Rhythm Learning

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-03-05 DOI:10.1111/jcal.70018

Chorng-Shiuh Koong, Chih-Hung Chen, Yu-Tzu Chen, Gwo-Haur Hwang

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引用次数: 0

Abstract

Background

Rhythm is the fundamental element of music and one of the indispensable aspects of training in music education, making it highly valued. However, due to the limitations of teaching hours and the large number of students in each class, it is difficult to foster the rhythm ability of elementary school students.

Objectives

Hence, this study developed a Dynamic Assessment-Based Mobile Technology-Assisted Rhythm Teaching System (hereafter, the Dynamic System) and a Conventional Mobile Technology-Assisted Rhythm Teaching System (hereafter, the Conventional System) which were applied to third graders' music rhythm learning in the hopes of promoting their rhythm ability.

Methods

A quasi-experimental design was carried out. The experimental group used the Dynamic System, while the control group adopted the Conventional System. The learning activities lasted for 3 weeks. After the learning activities, we examined the effects of learning achievement, learning motivation and cognitive load.

Results and Conclusions

The results showed that the experimental group had significantly better rhythm learning achievement and intrinsic motivation than the control group. Both groups' intrinsic motivation was enhanced, and their cognitive load was similar. It is suggested that future research can incorporate different teaching strategies or elements of music in the Dynamic System for students' music rhythm learning to achieve the greatest value and contribution to mobile technology learning.

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移动技术集成动态评价对学生音乐节奏学习的影响

背景节奏是音乐的基本要素，是音乐教育中不可或缺的训练内容之一，受到高度重视。然而，由于教学时数的限制，每班学生人数众多，很难培养小学生的节奏能力。为此，本研究开发了基于动态评估的移动技术辅助节奏教学系统（以下简称“动态系统”）和常规移动技术辅助节奏教学系统（以下简称“常规系统”），应用于三年级学生的音乐节奏学习，以期提高他们的节奏能力。方法采用准实验设计。实验组采用Dynamic System，对照组采用Conventional System。学习活动为期3周。在学习活动结束后，我们考察了学习成就、学习动机和认知负荷的影响。结果与结论实验组的节奏学习成绩和内在动机明显优于对照组。两组的内在动机增强，认知负荷相似。建议未来的研究可以在学生音乐节奏学习的动态系统中加入不同的教学策略或音乐元素，以实现对移动技术学习的最大价值和贡献。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope