Development and evaluation of computer‐aided music‐learning system for the hearing impaired

Abstract

A computer-assisted music-learning system (CAMLS) has been developed to help the hearing impaired practice playing a musical melody. The music-learning performance is evaluated to test the usability of the system. This system can be a computer-supported learning tool for the hearing impaired to help them understand what pitch and tempo are, and then learn to play songs thereby increasing their interest in music classes and enhancing their learning performance. The results indicated that CAMLS could enhance hearing-impaired students' learning performance in a music course. A questionnaire survey also demonstrated that the computer-aided method did benefit hearing-impaired students in their music leaning. Actually, this system can also be applied to non-disabled students as a music-supportive tool to help their music learning.

ICT‐supported learning for inclusion of people with special needs: Review of seven educational technology journals, 1970–2011

“…Six studies are quantitative, using observation and analysis. Two studies combine quantitative and qualitative approaches, using questionnaires as well as experiments (Walker & Rostron, ; Yang et al , ). In this category, four studies were conducted with samples of 10 to 50 participants (for example Ortega‐Tudela & Gómez‐Ariza, ; Yang et al , ), three with 10 participants (for example Sheehy, ) and one with a sample of 98 participants (Ditcharoen et al , ).…”

Development of interactive mathematics learning media on statistics topic for hearing-impaired student

“…The mathematical learning objectives of hearing-impaired students (HiS) are not much different from normal students, namely to equip them to be able to think logically, analytically, systematically, critically, creatively, and have the ability to cooperate (Mulyadi, 2015). But the mathematics learning outcomes of hearing-impaired students are still very low (Yang et al, 2007). This is reinforced by Tanridiler et al (2015) statement that some of the results of the study indicate the learning performance of hearing-impaired students is low and far behind when compared to normal students of their age.…”

A Survey on Visualizations for Musical Data

“…Both sensory organs detect signals, and the transmitted information carries meaning or emotion [Coo59]. For hearing‐impaired persons, related approaches try to compensate for the loss of the hearing sensation (the loss of the audio signal) and still allow the transfer of emotions and information of music through visual means [YLL*07, FF09]. In this context, visualization scholars can learn how to design barrier‐free representations of data—a research direction that is hitherto untouched in visualization.…”

“…First, (real‐time) visualizations of (live) performances can help in classifying and describing performance styles of musicians—either generally [TED85, DGW02, LG03, SH05, Got06, SML*16, Huy17, WZBKB17, LK18] or explicitly through structural features [PGW03, SH05]. Second, a teaching perspective gives feedback to users helping to improve their performances [HWF02, Isa03, MW03, YLL*07]. Third, performance sound can be edited or manipulated [Dix01, YGK*07].…”