Impact of Mobile Technology‐Integrated Dynamic Assessment on Students' Music Rhythm Learning.
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 eleme...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 2; pp. 1 - 18 |
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| Autores principales: | , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=184016316&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 184016316 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2025 vid: 41 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 184016316 184016316 184016316 10.1111/jcal.70018 184016316 ppf: 1 ppct: 17 formats: tig: atl: Impact of Mobile Technology‐Integrated Dynamic Assessment on Students' Music Rhythm Learning. aug: au: Koong, Chorng‐Shiuh Chen, Chih‐Hung Chen, Yu‐Tzu Hwang, Gwo‐Haur affil: Department of Computer and Information Science, National Taichung University of Education, Taichung City, Taiwan sug: subj: Students, Elementary Psychosocial Factors Music Education Mobile Applications Digital Technology Competency Assessment Methods Outcomes of Education Teaching Methods Human Child Taiwan Schools, Elementary Taiwan Control Group Course Content Questionnaires Cognition Analysis of Covariance Descriptive Statistics Funding Source Child: 6-12 years ab: 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. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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