Motivation and Preference for Acoustic or Tablet-Based Musical Instruments: Comparing Guitars and Gayageums

Abstract

The purpose of this study was to examine the effect of motivation on upper-grade elementary students’ preferences for acoustic or tablet-based instruments. The effect of cultural familiarity on musical instrument preference was also investigated. Participants ( N = 138) were classified by motivation levels (low, medium-low, medium-high, and high) and played the guitar, tablet-based guitar, gayageum (Korean string instrument), and tablet-based gayageum. After playing each instrument, participants rated preferences and provided their reasons. Results of the mixed-model ANOVA revealed two significant main effects for instrumental mode (acoustic vs. tablet-based) and motivation on instrument preference. A significant three-way interaction was also found: Cultural Familiarity × Mode × Motivation. The two main effects of mode and motivation produced a general pattern in instrument preference: (a) Students generally preferred acoustic instruments to tablet-based instruments, and (b) the level of motivation was associated with the degree of preference ratings. However, the interaction effect deviated from the general pattern; the low motivation group participants’ preference ratings between acoustic and tablet-based guitars were not significantly different. This deviation from the general pattern appeared only for the culturally familiar instrument (guitar) but not the culturally unfamiliar instrument (gayageum) among the low motivation group.

Chinese Pre-service Music Teachers’ Perceptions of Augmented Reality-Assisted Musical Instrument Learning

“…Considering that the AR-assisted education is at its liminal stage (e.g., Kang, 2018 ; Cook, 2019 ; Johnson et al, 2020 ) and there were practical constraints (i.e., time, costs, and access to participants from other sites), we conducted an instrumental case study ( Stake, 1995 ; Yin, 2017 ) at a comprehensive university located in central China. Multiple pre-service music teachers from the music school of the university were selected as the participants of the study.…”

La flauta de pico en la escuela: la opinión del maestro de música

“…No obstante, la F debe combinarse de forma complementaria con la voz y otros instrumentos musicales que den la oportunidad a todo el alumnado a expresarse musicalmente. Los estudios de preferencias instrumentales, como el de Ben-Tovim y Boyd (1987), Wrape, Dittloff y Callahan (2014), e incluso el de Kang (2018), señalan un perfil característico del estudiante de F que no siempre coincide con todo el alumnado de la escuela. Por ello, no se debe centrar demasiado el trabajo musical a partir de la F si se quiere atender a la heterogeneidad del alumnado de los centros de Educación Primaria.…”

Reaching digital native music majors : pedagogy for undergraduate group piano in the 21st century

“…It may be difficult to separate student preferences and background experiences from authentic technology use in order to understand how technology-assisted practice affects performance achievement (Kang, 2018). This consideration is especially relevant in a collegiate setting because music majors enter their degree programs with a variety of background experiences and many preconceptions of how to practice and use technology.…”

“…Investigations have focused on the long-term implementation of technological tools in the music classroom, with results indicating that teacher participants share concerns about technical and pedagogical support, and about the authenticity of integration (Bauer, 2012;Dorfman, 2016). Student motivation and preferences may affect technological implementation in some circumstances (Kang, 2018). However, in the context of technology-assisted practice, research indicates that music teachers generally use technological tools more for administrative duties such as attendance and grading than for strategic classroom and practice implementation (Bauer, Reese, & McAllister, 2003;Bauer, 2012).…”

“…Several important discoveries have been identified in the small amount of existing research surrounding music education and technology implementation. A study of uppergrade elementary programs found that students generally preferred acoustic instruments to tablet-based instruments, and that their level of motivation was associated with the degree of preference ratings (Kang, 2018). This suggests that although technological tools may be beneficial in certain learning contexts, it may not be ideal to replace acoustic instruments with digital alternatives in music study.…”