The Efficacy of Blended Learning via Video Conferencing for Piano Instruction: A Case Study at Yunnan University
Abstract
Background and Aim: Piano practice has adopted video conferencing platforms like DingTalk due to the increasing integration of digital tools in music education. However, their impact on students' performance and learning experience remains underexplored. This study examines the effectiveness of DingTalk-assisted piano practice for non-piano major students at Yunnan University, focusing on memorization ability, playing skills, musical expression, and music style.
Materials and Methods: A 12-week quasi-experimental study was conducted with 60 undergraduate musicology students. The treatment group (n = 30) practiced remotely via DingTalk, while the traditional group (n = 30) followed traditional methods. Data were collected through pre-tests, post-tests, and a post-intervention Likert-scale questionnaire on satisfaction, engagement, and perceived learning. Paired t-tests and ANCOVA were used for analysis.
Results: DingTalk-based practice significantly improved memorization ability (d = 0.87, p < 0.001) and technical skills (d = 0.91, p < 0.001). Engagement and satisfaction scores were also higher in the treatment group. However, improvements in musical expression were modest (d = 0.42, p = 0.029), and no significant effect was found on music style interpretation (p = 0.926).
Conclusion: Video conferencing enhances technical proficiency and engagement in piano learning, but its impact on musical expression is moderate, and no significant improvement is observed in music style interpretation. Additional interactive feedback may be needed to support expressive development. These findings highlight the potential of blended learning models that integrate digital tools with traditional instruction for a more comprehensive music education approach.
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