The Mobile Singing Software of Technology in the Study of the Influence of Vocal Music Teaching on College Students' Achievement
Abstract
Background and Aim: The study investigates the impact of WeSing, a mobile singing application, on the vocal music achievement of sophomore students majoring in vocal performance at the Kunming University of Communication. Traditional vocal training in China, which heavily relies on repetitive piano-accompanied practice, often lacks diversity. To address these limitations, this research explores whether integrating WeSing into vocal training can enhance students' academic performance.
Materials and Methods: The study utilized a quasi-experimental design with a quantitative research approach. Participants included 80 students from two classes taught by the researcher, with 40 students in each class. One class served as the experimental group, incorporating WeSing into their training over eight weeks, while the control group continued with traditional methods. Three industry experts evaluated the participants based on the university's official scoring criteria, aligned with institutional rules and guidelines. The criteria encompassed five key performance variables: musical integrity, performer expressiveness, breathing techniques, pitch accuracy, and rhythm. Pretest and post-test score differences for each variable were calculated and analyzed using independent samples t-tests to compare the experimental and control groups.
Results: The performance of the experimental group was significantly better than that of the control group. WeSing had a positive impact on students' academic achievements, especially in terms of musical integrity and performance expressiveness. This highlights the potential of WeSing's AI-driven functions in complementing traditional teaching methods and promoting the modernization of vocal music education in China.
Conclusion: The research results show that WeSing has a positive impact on the academic performance of vocal music students. The improvement is not only reflected in aspects such as musical integrity, performer’s expressiveness, breathing for singing, rhythm, and pitch accuracy, but also indicates that technological intervention enriches students' learning methods, encourages self-updating, and cultivates autonomous learning ability and independent thinking ability. This new research highlights the advantages of innovative teaching models, promotes the formation of personalized and interactive teaching, and verifies the value of technology-assisted teaching. The flexible learning paths provided by WeSing meet the needs and habits of different students, offering a new direction for vocal music teaching and helping to cultivate more outstanding vocal music talents.
Article Details
How to Cite
Section
Articles
Copyright & License
Copyright (c) 2025 International Journal of Sociologies and Anthropologies Science Reviews
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright on any article in the International Journal of Sociologies and Anthropologies Science Reviews is retained by the author(s) under the under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Permission to use text, content, images, etc. of publication. Any user to read, download, copy, distribute, print, search, or link to the full texts of articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose. But do not use it for commercial use or with the intent to benefit any business.
References
Anastassiou, D. (2007). Computational analysis of the synergy among multiple interacting genes. Molecular systems biology, 3(1), 83.https://doi.org/10.1038/msb4100124
Avgitidou, A. (2023). Performance Art: Education and Practice (1st ed.). Routledge. https://doi.org/10.4324/9781003197904
Dalla Bella, S., Giguère, J.-F., & Peretz, I. (2007). Singing proficiency in the general population. Journal of the Acoustical Society of America, 121(2), 1182–1189. https://doi.org/10.1121/1.2404621.
Davidson, J. W. (1993). Visual perception of performance manner in the movements of solo musicians. Psychology of Music, 21(2), 103–113. https://doi.org/10.1177/030573569302100201
Drake, C., Penel, A., & Bigand, E. (2000). Tapping in time with mechanically and expressively performed music. Music Perception, 18(1), 1–23. https://doi.org/10.1525/mp.2000.18.1.1.
Guo, T. (2022). Application of Internet of Things Technology in Vocal Music Teaching Recording Equipment Assisted by Machine Learning. Wireless Communications and Mobile Computing, 2022(1), 2091387.
Helding, L. (2007). Voice Science and Vocal Art, Part One: In Search of Common Ground. Journal of Singing, 64, 141.
Howard, D. M., & Angus, J. A. S. (2021). Acoustics and Psychoacoustics of Pitch. In The Oxford Handbook of Singing (pp. 213–230).
Jiang, S. (2018, March). Discussion on the Correct Method of Using Breath in Singing. In 2nd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2018) (pp. 697-699). Atlantis Press.
Kislyakova, Y. N., & Liu, B. (2023). Peculiarities of vocal pedagogical culture formation in future music teachers in China’s higher education system. Samara Journal of Science, 12(2), 262-265.
Larrouy-Maestri, P., & Morsomme, D. (2014). The effects of stress on singing voice accuracy. Journal of Voice, 28(1), 52-58. https://doi.org/10.1016/j.jvoice.2013.07.008
Luo, Y., & Onlamul, K. (2024). Develop a curriculum for first-year students at Aksu Vocational and Technical College’s School of Humanities and Arts, focusing on teaching Chinese folk songs. Asian Journal of Contemporary Education, 8(1), 52-61.
Meissner, H., & Timmers, R. (2018). Teaching young musicians expressive performance: An experimental study. Music Education Research, 21(1), 1–20. https://doi.org/10.1080/14613808.2018.1465031
Mukhalalati, B., Elshami, S., Eljaam, M., Hussain, F. N., & Bishawi, A. H. (2022). Applications of social theories of learning in health professions education programs: a scoping review. Frontiers in medicine, 9, 912751.
Ngobeni, N. C. (2024). Investigating Virtual Teaching Experiences: Perspectives of Undergraduate Student Teachers in Singing and Choral Techniques. International Journal of Learning, Teaching and Educational Research, 23(2), 184-202.
Podlipniak, P. (2022). Pitch syntax as part of an ancient protolanguage. Lingua, 271, 103238.
Rita, Mardhatillah, binti, Umar, Rauf., Nurulhamimi, Abdul, Rahman., Faezah, Hamdan., Adee, Arifin. (2023). Authenticity in Music. Randwick International of Social Science Journal, 4(3), 749-752. DOI:10.47175/rissj.v4i3.773.
Ross, E. M. (2023, March 10). Does nature or nurture determine musical ability? Usable Knowledge: Harvard Graduate School of Education. https://gse.harvard.edu
Sliiden, T., Beck, S., & MacDonald, I. (2017). An evaluation of the breathing strategies and maximum phonation time in musical theater performers during controlled performance tasks. Journal of Voice, 31(2), 253-e1.
Taylor, C. (2009). Learning through a foundation degree. Doctoral dissertation, University of Nottingham: University of Nottingham.
Timmers, R., Sadakata, M., & Desain, P. (2012). The role of visual feedback and creative exploration for the improvement of timing accuracy in performing musical ornaments. Music Perception: An Interdisciplinary Journal, 30(2), 187–204. https://doi.org/10.1525/mp.2012.30.2.187.
Watts, C., Murphy, J., & Barnes-Burroughs, K. (2003). Pitch matching accuracy of trained singers, untrained participants, and vocal music educators in conditions of varying feedback. Journal of Voice, 17(2), 185–194. https://doi.org/10.1016/S0892-1997(03)00039-7.
Welch, G., & Thurman, L. (2000). Bodymind and voice: Foundations of voice education. Collegeville, MN: The Voice Care Network.
Xin, G. (2023). The teaching mode of vocal music in universities in China is based on the heuristic teaching method Guo Xin. Voprosy IstorII, 3(2), 278-287.
Xu, F., & Xia, Y. (2023). Development of speech recognition system for remote vocal music teaching based on Markov model. Soft Computing, 27(14), 10237-10248.
Zhang, Y. (2022). RETRACTED: Cultivation and interpretation of students' psychological quality: Vocal psychological model. Frontiers in public health, 10, 966628.
Zhao Ruoyu, & Magus, J. (2024). A Study on the Application of Constructivist Theory in School Piano Teaching and Performance. International Journal for Multidisciplinary Research, 6(3). https://doi.org/10.36948/ijfmr.2024.v06i03.20926