Student Experiences With A Digital Tool for Music Practice and Learning

Abstract

The research literature suggests that learning to play a music instrument can be a long and complex process. Weekly music lessons are challenging to students who are not motivated to practise between lessons, and who may stop taking lessons before reaching musical proficiency. The literature also suggests that those students who develop strong habits of self-regulation are most likely to succeed as musicians. The present study was designed to determine whether a digital tool, designed to support music practising and learning through self-regulation, could help motivate students to practise and to achieve musical success. Following a case study protocol, data were collected from three music teachers and their students, all of whom used a digital practice tool (Cadenza) over a 10-month period. The results indicated that Cadenza was a powerful motivator for many – but not all – of the students. Five student profiles were identified, ranging from weak students who did not appear to benefit from Cadenza, to strong students whose proficiency improved when using Cadenza. Of particular interest were the weak or average students for whom Cadenza was transformative. The study concludes with a description of the features of Cadenza that proved to be most important for motivating students and for the resulting progress in self-regulatory learning and musicianship.