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RESEARCH PRODUCT
The Effects of Static and Dynamic Visual Representations as Aids for Primary School Children in Tasks of Auditory Discrimination of Sound Patterns. An Intervention-based Study.
Delia SerraJesus Tejadasubject
0301 basic medicineMusical notationmedia_common.quotation_subjecteducationEducació primàriaNotationEducationstatic-dynamic presentation discrimination of melodic patterns03 medical and health sciencesPresentationCovariateDigital learningAssociation (psychology)media_commonlcsh:T58.5-58.64lcsh:Information technologyGeneral Engineeringcomputer.file_formatMusic education030104 developmental biologymusic educationImage file formatslcsh:LPsychologybimodalitycomputerlcsh:EducationCognitive psychologydescription
It has been proposed that non-conventional presentations of visual information could be very useful as a scaffolding strategy in the learning of Western music notation. As a result, this study has attempted to determine if there is any effect of static and dynamic presentation modes of visual information in the recognition of sound patterns. An intervention-based quasi-experimental design was adopted with two groups of fifth-grade students in a Spanish city. Students did tasks involving discrimination, auditory recognition and symbolic association of the sound patterns with non-musical representations, either static images (S group), or dynamic images (D group). The results showed neither statistically significant differences in the scores of D and S, nor influence of the covariates on the dependent variable, although statistically significant intra-group differences were found for both groups. This suggests that both types of graphic formats could be effective as digital learning mediators in the learning of Western musical notation.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2018-01-01 | International Journal of Emerging Technologies in Learning (iJET) |