Author :
Year-Number: 2022-Volume 14, Issue 4
Yayımlanma Tarihi: 2022-10-24 21:29:50.0
Language : English
Konu : Fine Arts Education
Abstract
Keywords
Abstract
The aim of this study is to examine the effect of mobile application usage in Turkish music education. For this, first of all, a mobile application related to Turkish music education was developed. The study group of the research, in which the quasi-experimental model was used, was formed from the students of Gazi University Music Education Department. For four weeks, the experimental group conducted ear training studies for Turkish music using a mobile application. At the beginning and end of the experiment process, an achievement test was applied to the students. The validity and reliability studies of the achievement test were carried out with 105 participants from 3 universities. Wilcoxon signed-rank test was used to compare the pretest and posttest scores. The effect size of the result obtained was also calculated. As a result of the research, it was determined that the mobile application developed for Turkish music education contributed significantly to the success of the students..
Keywords
- Allen, M. (2017). One-group pretest–posttest design. In The sage encyclopedia of communication research methods. Los Angles: Sage Publications. https://doi.org/https://dx.doi.org/10.4135/9781483381411.n388
- Birch, H. J. S. (2018). Music learning in an online affinity space: Using a mobile application to create interactions during independent musical instrument practice. (Doctoral dissertation, Toronto University). Retrieved from https://tspace.library.utoronto.ca/handle/1807/91827
- Bryman, A., & Cramer, D. (2005). Quantitative data analysis with SPSS 12 and 13. London: Routledge.
- Burton, S. L., & Pearsall, A. (2015). Music-based iPad app preferences of young children. Research Studies in Music Education, 38(1), 75–91. https://doi.org/10.1177/1321103X16642630
- Buonviri, N. O., & Paney, A. S. (2020). Technology use in high school aural skills instruction. International Journal of Music Education, 38(3), 431–440. https://doi.org/10.1177/0255761420909917
- Büyüköztürk, Ş.; Çakmak, E. K.; Akgün, Ö. E.; Karadeniz, S.; Demirel, F. (2016). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
- Chen, C. W. J. (2015). Mobile learning: Using application Auralbook to learn aural skills. International Journal of Music Education, 33(2), 244–259. https://doi.org/10.1177/0255761414533308
- Chen, J. C. W. (2020). Mobile composing: Professional practices and impact on students’ motivation in popular music. International Journal of Music Education, 38(1), 147–158. https://doi.org/10.1177/0255761419855820
- Chong, E. K. M. (2019). Teaching and learning music theory in the age of AI and mobile technologies. International Journal for Digital Society, 10(3), 1505–1509. https://doi.org/10.20533/ijds.2040.2570.2019.0186
- Chung, S., & Wu, C. (2019). Mobile device applications for head start experience in music. In A. L. Brooks & E. Brooks (Eds.), Interactivity, Game Creation, Design, Learning, and Innovation (Vol. 196, pp. 189–196). Cham: Springer. https://doi.org/https://doi.org/10.1007/978-3-319-55834-9_22
- Creswell, J. W., & Creswell, J. D. (2018). Research design qualitative, quantitative, and mixed methods approaches (5th ed.). Los Angles: Sage Publications. https://us.sagepub.com/en-us/nam/researchdesign/book255675.
- de Villiers, F. (2018). The application of gamification in developing an innovative mobile app for music tuition. In D. Parsons, R. Power, A. Palalas, H. Hambrock, & K. MacCallum (Eds.), Proceedings of 17th World Conference on Mobile and Contextual Learning (pp. 14–21). Chicago: Concordia University Chicago. Retrieved from https://www.learntechlib.org/p/184918/
- Debevc, M., Weiss, J., Šorgo, A., & Kožuh, I. (2020). Solfeggio learning and the influence of a mobile application based on visual, auditory and tactile modalities. British Journal of Educational Technology, 51(1), 177–193. https://doi.org/10.1111/bjet.12792
- Demirbatır, R. E., & Çeliktaş, H. (2021). Müzik teorisi ve müziksel işitme eğitimi odaklı mobil uygulamaların içerikleri bakımından değerlendirilmesi. Trakya Eğitim Dergisi, 11(3), 1717–1734.
- Demirtaş, E. (2021). Mobil müzik uygulamaları için genel bir sınıflama çalışması. In A. A. Mohammed & E. Lomia (Eds.), 4th International New York Conference On Evolving Trends in Interdisciplinary Research & Practices (pp. 398–407). New York: Liberty Publications. https://www.researchgate.net/publication/352064094_Mobil_muzik_uygulamalari_icin_genel_bir_sinif lama_calismasi
- Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). Los Angles: Sage Publications.
- Hasançebi, B., Terzi, Y., & Küçük, Z. (2020). Madde güçlük indeksi ve madde ayırt edicilik indeksine dayalı çeldirici analizi. Gümüşhane Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 10, 224–240. https://doi.org/10.17714/gumusfenbil.615465
- Khoury, S. (2017). Improvise: Research-creation of a framework and software prototype for creative music learning with technology. (Doctoral dissertation, McGill Univercity). Retrieved from https://escholarship.mcgill.ca/concern/theses/1j92g990s
- Magalhães, D. S., Monteiro, J. J. G., Carvalho, J. A., Magalhães, W. A. M., & Monteiro, C. D. C. (2018). Mobile application and technology as a motivational support to the learning process of Art/Music. Revista Sítio Novo, 2(1), 23. https://doi.org/10.47236/2594-7036.2018.v2.i1.23-39p
- Miller, W. (2012). iTeaching and learning tablets Collegiate Instruction Incorporating Mobile Tablets. Library Technology Reports, 48(8), 54–60. Retrieved from http://hdl.handle.net/1805/3280
- Moreno, M. (2014). SoundCool : New technologies for mobile and ubiquitous learning in music education. Canadian Music Educator, 55(4), 24–28. Retrieved from https://www.questia.com/magazine/1P33388030501/soundcool-new-technologies-for-mobile-and-ubiquitous
- Ng, S. C., Lui, A. K. F., & Kwok, A. C. H. (2015). Easy-to-learn piano: A mobile application for learning basic music theory and piano skill. In J. Lam, K. Ng, S. Cheung, T. Wong, K. Li, & F. Wang (Eds.), Technology in Education Technology-Mediated Proactive Learning (Vol. 559, pp. 133–142). Berlin, Heidelberg: Springer. https://doi.org/10.1007/978-3-662-48978-9
- Ng, S. C., Lui, A. K., & Lo, W. S. (2013). An interactive mobile application for learning music effectively. In J. Lam, K. C. Li, S. K. S. Cheung, & F. L. Wang (Eds.), Knowledge Sharing through Technology (Vol. 407, pp. 148–157). Berlin, Heidelberg: Springer. https://doi.org/10.1007/978-3-642-45272-7_14
- Özkan, İ. H. (2011). Türk musikisi nazariyatı ve usulleri kudüm velveleleri. Istanbul: Ötüken.
- Palazón, J., & Giráldez, A. (2018). QR codes for instrumental performance in the music classroom. International Journal of Music Education, 36(3), 447–459. https://doi.org/10.1177/0255761418771992
- Sabet, S. E. (2018). Study in mobile music technology: high school students composing with garageband for ipad. (Doctoral dissertation, The State University of New Jersey,). Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/61575/
- Skoki, A., Ljubic, S., Lerga, J., & Štajduhar, I. (2019). Automatic music transcription for traditional woodwind instruments sopele. Pattern Recognition Letters, 128, 340–347. https://doi.org/10.1016/j.patrec.2019.09.024
- Stowell, D., & Dixon, S. (2014). Integration of informal music technologies in secondary school music lessons. British Journal of Music Education, 31(1), 19–39. https://doi.org/10.1017/S026505171300020X
- Tong, J. (2016). Design and implementation of music teaching platform in college based on android mobile technology. International Journal of Emerging Technologies in Learning, 11(5), 4–9. https://doi.org/10.3991/ijet.v11i05.5686
- Upitis, R., & Abrami, P. C. (2017). Cadenza: An Online Tool for Transforming Music Learning. The European Journal of Social and Behavioural Sciences, 1(1), 2261–2270. https://doi.org/10.15405/ejsbs.201
- Upitis, R., Abrami, P. C., & Boese, K. (2016). The use of digital tools by independent music teachers. In I. A. Sanchez & P. Isaias (Eds.), 12th International Conference on Mobile Learning 2016 (pp. 108–112). Vilamoura: International Association for Development of the Information Society. Retrieved from https://files.eric.ed.gov/fulltext/ED571442.pdf
- Upitis, R., Abrami, P. C., Brook, J., Boese, K., & King, M. (2016). Characteristics of independent music teachers. Music Education Research, 19(2), 169–194. https://doi.org/10.1080/14613808.2016.1204277
- Waldron, J. (2013). User-generated content, YouTube and participatory culture on the Web: Music learning and teaching in two contrasting online communities. Music Education Research, 15(3), 257–274. https://doi.org/10.1080/14613808.2013.772131
- Zarate, J. M., Ritson, C. R., & Poeppel, D. (2012). Pitch-interval discrimination and musical expertise: Is the semitone a perceptual boundary? The Journal of the Acoustical Society of America, 132(2), 984–993. https://doi.org/10.1121/1.4733535
