Effects of Structural Reflection-Promoting Mechanism-Based Peer Assessment on Students' Vocal Music Learning Performance and Perceptions

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-04-16 DOI:10.1111/jcal.70036

Chen-Chen Liu, Hai-Jie Wang, Gwo-Jen Hwang, Yun-Fang Tu, Youmei Wang, Kai Chen

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引用次数: 0

Abstract

Background

Vocal music education is a skill-oriented course. Students not only need to improve their skills through repeated practice, but also need to learn self-reflection on their singing skills to achieve improvement in their vocal music performance. To promote students' reflection, previous studies have introduced peer assessment (PA) in vocal music courses, allowing learners to evaluate the work of others to promote self-reflection and innovate traditional patterns of vocal music instruction.

Objective

Studies have indicated that, without proper scaffolding, learners with limited knowledge often have difficulty providing high quality comments and sometimes even provide no feedback to their peers. To solve this problem, the current study integrated the structural reflection-promoting mechanism into PA in a vocal music course at a university.

Method

To verify the effects of the proposed approach, a quasi-experimental study was conducted to investigate the effectiveness of the approach with a total of 22 students recruited as the experimental group and 23 students as the control group.

Results and Conclusions

The findings showed that the approach greatly improved the vocal music performance of the experimental group students, as well as their learning attitudes, self-efficacy and critical thinking. Furthermore, the interview was conducted to investigate learners' perceptions of and learning experience with the proposed approach.

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基于结构反射促进机制的同伴评价对学生声乐学习表现和认知的影响

声乐教育是一门以技能为导向的课程。学生不仅需要通过反复练习来提高自己的演唱技巧，还需要学会对自己的演唱技巧进行自我反思，从而实现声乐表演的提高。为了促进学生的反思，以往的研究在声乐课程中引入了同伴评价（peer assessment， PA），让学习者评价他人的作品，促进自我反思，创新传统的声乐教学模式。研究表明，如果没有适当的脚手架，知识有限的学习者往往难以提供高质量的评论，有时甚至无法向同伴提供反馈。为了解决这一问题，本研究将结构反射促进机制整合到大学声乐课程的PA中。方法为验证该方法的有效性，以22名学生为实验组，23名学生为对照组，进行准实验研究，考察该方法的有效性。结果与结论实验组学生的声乐成绩、学习态度、自我效能感和批判性思维均有明显改善。此外，访谈的目的是调查学习者对该方法的认知和学习经验。

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