Singing video games may help improve pitch-matching accuracy

Paney, Andrew S.

doi:10.1080/14613808.2014.969218

Cited by 5 publications

(6 citation statements)

References 19 publications

(16 reference statements)

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“…Even short exposure to concurrent feedback had an effect on young adult college students' immediate singing accuracy. Paney (2015) tested the effect of concurrent feedback for a short treatment -just 10 minutes. He had undergraduate students pre-and post-test by singing "Happy Birthday to You."…”

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confidence: 99%

The effect of concurrent visual feedback on adult singing accuracy

Paney

Tharp

2019

Psychology of Music

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The purpose of this study was to test the effect of concurrent visual feedback on adult non-musicians’ growth in pitch accuracy over 10 weeks. University students not majoring in music were randomly assigned to one of two groups and played a computer game, SingingCoach, that provided concurrent visual feedback based on their singing accuracy. The pre-/post-test design with a treatment showed that both groups improved their scores significantly over 10 weeks, but the treatment group, the group that received concurrent feedback, did not score significantly higher than the control group that received no concurrent feedback. Participants’ ratings of their own singing increased significantly over the 10 weeks. Singing more often, particularly with objective, concurrent feedback, may help inexperienced singers improve their singing and their perception of their own singing potential.

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confidence: 99%

The effect of concurrent visual feedback on adult singing accuracy

Paney

Tharp

2019

Psychology of Music

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“…• Fen Bilimleri (Corredor, Gaydos ve Squire, 2014;Garneli ve Chorianopoulos, 2018;Lookadoo ve diğerleri, 2017;Sun, Ye ve Wang, 2015;Ye, Hsiao ve Sun, 2018) • Matematik (Beserra, Nussbaum ve Oteo, 2019;Beserra, Nussbaum, Zeni, Rodriguez ve Wurman, 2014; Masek, Boston, Lam ve Corcoran, 2017) • Müzik (Gower ve McDowall, 2012;Hutton ve Sundar, 2010;Paney, 2015) • Dil (Chen ve Yang, 2013;Ibrahim, 2019) • Psikoloji (Ceranoğlu, 2010;You, Kim ve No, 2015) • Tıp Eğitimi (Adams, Margaron ve Kaplan, 2012;Kron, Gjerde, Sen ve Fetters, 2010) gibi pek çok eğitsel alanda uygulandığı görülmektedir. Ayrıca, eğitim alanında video oyunlarının kullanımıyla ilgili…”

Section: Introductionunclassified

Video Oyunların Eğitim Araştırmalarında Kullanımı: Bir Sistematik Tarama

Altınpulluk

2021

Anadolu Üniversitesi Sosyal Bilimler Dergisi

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“…Instrumental music teachers working with children between 6 and 12 years old could also benefit from the use of ict when teaching aural skills, since technology can support singing achievement (Paney 2015;Paney and Kay 2015;Welch et al 2005) and perception skills (Chen 2015;Paule-Ruiz et al 2016). Nevertheless, although many adults own data processing devices (Anderson 2015;cefrio 2015), few music teachers use them in studios (Dubé, Héroux and Robidas 2016a ;Upitis et al 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Also, karaoke games, as they provide a visual feedback, might improve singing achievement. A study conducted by Paney (2015) with 28 non-musician undergraduates suggests that a 10-minute session of the game Karaoke Revolution Presents. American Idol Encore had a positive impact on pitch-matching.…”

Section: Introductionmentioning

confidence: 99%

“…Further studies would therefore be needed to assess the impact of ICT on sight-reading capacities. In summary, technology can, mostly due to the visual feedback it allows, assist in the development of singing ability, which is traditionally required in aural skills lessons (Hoppe, Sadakata and Desain 2006;Leong and Cheng 2014;Paney 2015;Paney and Kay 2015;Welch et al 2005;Welch, Howard and Rush 1989).…”

Section: Introductionmentioning

confidence: 99%

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Factors Influencing Technology Use in Aural Skills Lessons

Turcotte¹,

Sala²,

Dubé³

2017

rmo

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Résumé de l'article En Amérique du Nord, la formation auditive (fa) est habituellement enseignée aux enfants durant les leçons instrumentales individuelles. La dictée musicale et la lecture à vue chantée peuvent causer des difficultés à certains apprenants, mais l'usage d'outils technologiques appropriés pourrait faciliter le processus. Par contre, l'utilisation des technologies de l'information et des communications (tic) par les professeurs de musique dans un contexte d'enseignement de la fa n'a pas encore été documentée. Un questionnaire en ligne a été distribué au Québec dans le but de répondre aux questions de recherche suivantes : 1) Dans quelle mesure les professeurs d'instrument utilisent-ils les tic lorsqu'ils enseignent la fa aux enfants de 6 à 12 ans ? ; 2) Existe-t-il un lien entre la fréquence d'utilisation des tic par les professeurs et leurs caractéristiques sociodémographiques, leur expérience d'apprentissage de la fa et leur perception de l'enseignement de la fa ? Les résultats suggèrent que l'usage des tic pour enseigner la fa est peu répandu. De plus, il est négativement corrélé avec l'âge, le sentiment de compétence vécu pendant l'apprentissage ainsi que le sentiment de compétence pour enseigner la fa. Enfin, les professeurs de piano et les femmes ont moins tendance à utiliser les tic et les utilisent moins souvent. Une meilleure compréhension de la perception que les professeurs ont des technologies sera utile afin de développer des ressources adaptées aux besoins de ces derniers. In North America, aural skills (as) are usually taught to children during the instrumental music lessons. While learning musical dictation and sight-singing can be difficult for some learners, the use of appropriate technological tools could facilitate the process. However, the use of information and communication technologies (ict) by music teachers in aural skills instruction to children have not been documented. An online survey was conducted in the Province of Quebec (Canada) in order to answer the following questions: 1) To what extent do instrumental music teachers use ict when teaching as to children between 6 and 12 years old?; 2) Are the teachers' socio-demographic characteristics, as training and perception of as teaching linked to the use and the frequency of use of ict? The results show that the use of ict to teach as is still relatively uncommon. Furthermore, it would be negatively correlated with age, competence felt during training and perceived competence to teach as. Finally, it appears that a smaller proportion of piano teachers and women use ict, or use them less often. A better understanding of the teachers' perception of technology could help develop more adapted resources.Keywords: aural skills; computer; ear training; smartphone; technology. RésuméEn Amérique du Nord, la formation auditive (fa) est habituellement enseignée aux enfants durant les leçons instrumentales individuelles. La dictée musicale et la lecture à vue chantée peuvent causer des difficultés à certains apprenants, mais l'usag...

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Singing video games may help improve pitch-matching accuracy

Cited by 5 publications

References 19 publications

The effect of concurrent visual feedback on adult singing accuracy

The effect of concurrent visual feedback on adult singing accuracy

Video Oyunların Eğitim Araştırmalarında Kullanımı: Bir Sistematik Tarama

Factors Influencing Technology Use in Aural Skills Lessons

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