Improve musical learning using iPads in the music lesson

Abstract

Do iPads help to improve the quality of music lessons? Do students have a benefit in terms of their musical learning? Two apps have been tested and were placed in relation to traditional teaching. The first test had a focus on reading skills. Pupils had to practice reading treble and bass clef in a short-term test situation. Between the pre- and post-test, the class was divided in two groups and did exercises either on the iPad (iOs app Tenuto) or with pen and paper. In both groups a significant improvement was achieved. However, the difference between the two groups could not be measured. An accompanying questionnaire could at least show that the use of iPads was a motivating factor. For the second test the app «Do Re Mi Voice Trainer» was used. It draws the melodic contour of a sung melody as a line directly on the display. Two groups were formed. The first group did exercises under the guidance of the teacher. The second group practiced on the iPad. The goal was a better quality in intonation. For the pre- and post-test a simple tune was recorded. The quality factor was calculated from the differences of the sung pitch to equal temperament. The training with the teacher did not change the quality in a statistically measurable way. The intonation of the group which practiced on the iPads was significantly better. Both tests must be repeated in a different environment to be able to generalize the statements. But some aspects seem to be obvious. The tests refer to different teaching situations. The first one shows the iPad as a replacement of an existing method. The iPad does not improve the result. It may possibly be more fun. For this setting, we must deny the initial question. The second one shows a different picture. The significant improvement of the intonation seems to be the result of the visual feedback. In this case we have an extension of the methodological repertoire. The iPad is the teacher's assistant and improves the quality of feedback and thus the quality of the lessons. This study was carried out as part of a project about self-learning environments. One focus in this project is on how feedback can be created automatically and can itself serve as a motivation for adjustment or as a basis for feedback between teacher and student.