ERIC Number: EJ1028987
Record Type: Journal
Publication Date: 2014-Jun
Abstractor: As Provided
Reference Count: N/A
Effects of Real-Time Visual Feedback on Pre-Service Teachers' Singing
Leong, S.; Cheng, L.
Journal of Computer Assisted Learning, v30 n3 p285-296 Jun 2014
This pilot study focuses on the use real-time visual feedback technology (VFT) in vocal training. The empirical research has two aims: to ascertain the effectiveness of the real-time visual feedback software "Sing & See" in the vocal training of pre-service music teachers and the teachers' perspective on their experience with VFT. Forty participants from an undergraduate music teacher education programme were randomly assigned to three groups. The first two groups were assigned the teacher and student versions of Sing & See, respectively, and the third group served as a control group without access to the software. The experimental groups were given 12 weeks to use the software for vocal training on a self-regulated basis. The technique of complex selections (TCS) was designed to assess the pitch accuracy and richness of vocal timbre. Pre- and post-test singing tasks showed that the participants from the experimental groups significantly improved their vocal timbre. A questionnaire survey conducted after the training period found that most of the participants in the experimental s were positive about the effectiveness of VFT software in vocal training. As future leaders in the implementation of music education technology, pre-service music teachers expressed a positive attitude towards the use of VFT as a technology-enhanced learning (TEL) component in music education.
Descriptors: Synchronous Communication, Feedback (Response), Preservice Teachers, Singing, Music Teachers, Computer Uses in Education, Visual Aids, Preservice Teacher Education, Music Education, Computer Software, Pretests Posttests, Student Surveys, Questionnaires, Instructional Effectiveness
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A