Investigating the Long-Term Impact of Continuous and Transitioned Intelligent Tutoring Systems in Ear Training DOI:

Abstract

Background and Aim: Ear training is a critical component of music education, enabling musicians to develop auditory perception, pitch recognition, and musical comprehension. Traditional ear training methods often rely on instructor-led drills and passive listening exercises, which may not accommodate individual learning paces and provide immediate feedback. Intelligent Tutoring Systems (ITS) have emerged as a promising solution, offering personalized, adaptive learning experiences. However, the long-term impact of ITS on ear training remains underexplored. This study aims to evaluate the effectiveness of continuous ITS exposure and the impact of transitioning from Sight-Singing and Ear Training Master (SSETM) to Yin-Ke (YK) over two semesters.

Materials and Methods: A quasi-experimental design was employed, involving 85 undergraduate students (64.7% female and 35.3% male) at a university in China. Participants were divided into two groups: Group A used YK continuously for both semesters, while Group B transitioned from SSETM in the first semester to YK in the second semester. Performance was assessed through pre- and post-tests measuring four auditory skills: aural dictation, interval recognition, chord recognition, and melodic dictation. Data were analyzed using paired samples t-tests to evaluate within-group improvements and Repeated Measures ANOVA to examine the effects of time and the transition to YK on skill development.

Results: The results indicate that ITS significantly improved students’ auditory skills over the course of two semesters. Group A (continuous YK exposure) showed significant gains in aural dictation (p < .001), chord recognition (p = .018), and melodic dictation (p = .002). Group B (SSETM to YK transition) demonstrated significant improvements in aural dictation (p < .001), interval recognition (p = .002), and chord recognition (p < .001). A Repeated Measures ANOVA confirmed that time had a significant effect on aural dictation (p = .023, η² = 0.061), interval recognition (p = .006, η² = 0.09), and chord recognition (p = .012, η² = 0.074), while melodic dictation showed only marginal improvement (p = .079, η² = 0.037). A significant interaction effect for chord recognition (p = .004, η² = 0.098) suggests that Group B experienced greater improvement in this skill after transitioning to YK. Post hoc comparisons confirmed significant gains in aural dictation (p < .001), interval recognition (p = .037), and chord recognition (p < .001), while melodic dictation did not show a significant improvement (p = .786). This indicates that neither intervention method substantially enhanced this skill. Group B’s significant gains after adopting YK confirm its superiority over SSETM in facilitating ear training. These findings confirm the long-term effectiveness of ITS, particularly for aural dictation, interval recognition, and chord recognition, while suggesting that additional instructional strategies may be needed to improve melodic dictation.

Conclusion: This study provides empirical support for the sustained effectiveness of ITS interventions in ear training, demonstrating that both continuous and transitioned ITS interventions improve auditory skills. The findings confirm YK’s superiority over SSETM, reinforcing its role as a viable instructional tool. However, the limited progress in melodic dictation suggests the need for supplementary pedagogical strategies. Future research should expand the sample size and include multiple universities to enhance generalizability. Investigating ITS applications at different educational levels, such as high school and middle school, could assess broader applicability. Additionally, exploring teachers' perspectives and their integration of ITS into instruction would provide valuable insights into adoption challenges and instructional effectiveness.