Effectiveness Study of Applying Earmaster for Ear Training in Chinese University Students DOI:

Abstract

Background and Aims: Although the use of technology integration in music education in China has gradually increased, there is still a lack of empirical evidence on the use of educational technology, particularly digital tools, in auditory training. Traditional auditory training methods, such as manual practice guided by a piano or teachers, had some educational value; however, in large-scale classroom settings, they were frequently hampered by individual differences, time constraints, and insufficient teaching resources, making it difficult to meet students' individualized learning needs, particularly in key areas such as pitch recognition, rhythm perception, and timbre discrimination.  As a result, understanding how to use modern educational technology to improve the effectiveness of auditory training and close this gap was critical for practical purposes. Against this backdrop, this study innovatively integrated Earmaster, a digital tool specifically designed for music education, into auditory training courses at Chinese universities, to investigate its effectiveness in improving students' auditory skills. By providing personalized practice plans and instant feedback, Earmaster effectively addressed issues in traditional teaching methods caused by resource constraints or individual differences. This study used constructivist learning theory to discuss how to use Earmaster to help students improve their pitch recognition, rhythm perception, and timbre discrimination skills. This not only improved empirical research on technology in music education but also provided theoretical foundations and practical references for future educational technology applications.

Materials and Methods: This study adopts a quasi-experimental approach. The researchers selected a total of 67 first-year music students from a university in Fujian. After classifying the students according to the school's class capacity, they were divided into Music Class 1 (34 students) and Music Class 2 (33 students). Class 1 served as the control group, while Class 2 was the experimental group. The entire experiment lasted 10 weeks, with two classes per week, each lasting 90 minutes. In the first week, students were introduced to the experiment, the teaching methods, and the content. All 67 students took a pre-test to assess their actual musical abilities. Starting from the second week, the two groups underwent 8 weeks of training with the same teaching content. Music Class 1 followed traditional teaching methods, while Music Class 2 received instruction using the Earmaster software. Classroom exercises and homework were also conducted using Earmaster. In the tenth week, a post-test was conducted. The researchers compiled and analyzed the process data and post-test results, comparing the changes between the pre-test and post-test.

Results: This study integrated the digital tool Earmaster into auditory training courses at Chinese universities and demonstrated its efficacy in improving students' auditory skills. The findings revealed that after a structured intervention with Earmaster, students' performance in pitch recognition, rhythm perception, and timbre discrimination improved significantly.  Earmaster addressed the issues caused by resource limitations and individual differences in large-scale classroom settings more effectively than traditional auditory training methods, using personalized exercises and instant feedback. This study not only addressed an empirical gap in the use of educational technology in auditory training, but it also provided theoretical foundations and practical references for the future use of digital tools in music education.

Conclusion: This study found that the digital tool Earmaster significantly improved students' auditory skills compared to traditional methods. It provided both empirical evidence and practical insights into the future use of digital tools in music education.