Enhancing learning engagement through experiential teaching: a study of piano education among Chinese older adult learners

Abstract

This study explores the impact of experiential teaching methods on the learning engagement of older adult piano learners in China, guided by Self-Determination Theory (SDT). The research examines how fostering autonomy, competence, and relatedness through experiential learning can enhance motivation and participation among older adult students. The study included 20 participants from Shandong University of the Elderly. Participants were interviewed twice in this study. Interviews conducted before and after the experiential sessions revealed significant improvements in learners’ sense of autonomy, confidence in their abilities, and feelings of social connectedness. The findings suggest that experiential teaching offers a powerful approach to address the unique educational needs of older adults, particularly in enhancing their engagement and satisfaction with the learning process. However, the study also highlights the challenges of implementing these methods, including the need for customization to accommodate diverse abilities and cultural contexts. Future research is recommended to explore the long-term effects of experiential learning on older adult education, the integration of technology into these methods, and their application across various educational domains. These insights contribute to the development of more effective and inclusive lifelong learning strategies for the older adult population in China and beyond.