Novel and experimental music technology use in the music classroom: Learning performance, experience and concentrated behavior

Abstract

In recent years, music technology in the classroom has relied on general devices such as the iPad. In the current study, we used a mixed-methods approach to examine the learning performance, learning experience, and behavior of two class groups of primary school music students (N = 42), using established music technology (i.e., the iPad with the Keyboard Touch Instrument app) and novel music technology (KAiKU Music Glove). Results show a significant difference of change in test scores during learning (p =