Making music meaningful with adaptive immediate feedback drill for teaching children with cognitive impairment: A dual coding strategy to aural skills

Abstract

Seventeen fifth graders of elementary school in Taipei were administered a web-based AIFD learning system where they practiced aural skills in response to musical intervals, pitch identifications, and rhythms then tested on their recall of these aural skills while using adaptive immediate feedback drill as cues. The pre and post-tests resulted in a significant increase in scores from the pre-test to post-test (t (16) = 2.759, p = .014). Advanced analysis showed significant differences were observed between the pre and post-tests only for the interval recognition (t (16) = 2.634, p = .018). The result of the interviews showed that the teachers and the parents hold positive views on this AIFD learning system. They were satisfied with the progress of the students' aural skills, participation during the class, and preference on music. © 2014 Springer International Publishing.