The effects of computerised music instruction on student motivation to learn music

The effects of computerised music instruction on student motivation to learn music

• Cheung-Yung, Wai Yee The Hong Kong Institute of Education

Asia-Pacific Journal for Arts Education, 1(1), 71-83, 2002

The Hong Kong Institute of Education

2002

• F Learning & Teaching
  • FD Application of Communicative Media, IT in Learning & Teaching
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GF Humanities & Arts
    • GFC Teaching Methods & Their Outcomes
• C Psychology & Learning
  • CC Motivation of Learning

Development of Disciplinary Knowledge (e.g. Sociology, Psychology)

• Hong Kong

• 1997.7 onwards

• Secondary Education

This paper examines the effects of computerised music instruction on student motivation to learn music through a case study of five secondary schools in Hong Kong. Two main types of music software were used: the sequencing Technology-based Music Learning (TBML) type for composing, arranging and creating sound projects and the closed-package Computer-assisted Music Instruction (CAMI) type for enhancing musical knowledge such as the introduction of the musical instruments, Chinese operas and music theory. The researcher observed 16 lessons and 2sessions of extra-curricular activities in all and interviewed 5 teachers and 44 students. Analysis showed that use of the divergent sequencing software generated more student interest. It also showed that peer and independent learning took place more readily and that students demonstrated musical understanding more vividly through their creative work. When using the closed-package CAMI software, most teachers and students enjoyed the attractive visual effects, the organised sequential instruction and efficient feedback. The results may help music educators to review several pressing issues in the 21st century, including music curriculum design catering for teenagers with different learning styles when using music technology. The results may also have implications for teaching styles, changes in the teacher’s role with increased student autonomy, and the need for hardware and software support for classroom music lessons.
[Copyright © 2002 The Hong Kong Institute of Education.]

• English

Journal Articles

• 16836995

https://bibliography.lib.eduhk.hk/en/bibs/9bc2816e

2015-03-26