The role of digital media technology in promoting the reform of traditional curricula in higher music education
03 feb 2025
INFORMAZIONI SU QUESTO ARTICOLO
Pubblicato online: 03 feb 2025
Ricevuto: 04 set 2024
Accettato: 20 dic 2024
DOI: https://doi.org/10.2478/amns-2025-0014
Parole chiave
© 2025 Yuyang Xiao, published by Sciendo
This work is licensed under the Creative Commons Attribution 4.0 International License.
Figure 1.
Figure 2.
Figure 3.
Piano performing ability of two groups after the experiment
| Dimension | Group (M±SD) | t | p | |
|---|---|---|---|---|
| Experimental group (n=27) | Control group (n=25) | |||
| Fingering | 8.63±1.03 | 5.42±1.15 | 11.058 | 0.000 |
| Music rhythm | 8.76±1.19 | 5.96±0.95 | 8.054 | 0.001 |
| Music segment division | 9.16±1.24 | 6.25±1.05 | 9.748 | 0.000 |
| Sound line | 8.77±1.15 | 5.71±1.15 | 10.068 | 0.000 |
| Strong-weak contrast | 9.33±1.34 | 6.22±0.95 | 10.946 | 0.000 |
| Technical ability | 9.28±0.86 | 5.78±1.01 | 12.381 | 0.000 |
| Performance integrity | 9.40±1.24 | 5.86±0.89 | 12.684 | 0.000 |
| Emotion expression | 9.52±1.10 | 5.60±1.03 | 13.284 | 0.000 |
| Pedal usage | 8.89±0.99 | 5.79±0.95 | 10.716 | 0.000 |
Comparison of pre-test and post-test music aesthetics of control group
| Dimension | Pre-test and post-test (M±SD) | t | p | |
|---|---|---|---|---|
| Pre-test (n=25) | Post-test (n=25) | |||
| Music awareness | 7.84±1.08 | 7.85±0.91 | -0.138 | 0.665 |
| Music comprehension | 7.64±0.97 | 7.49±1.11 | 0.716 | 0.422 |
| Emotional experience | 7.65±0.99 | 7.63±1.08 | 0.169 | 0.302 |
| Music evaluation ability | 7.94±0.87 | 8.06±0.94 | -0.685 | 0.273 |
| Creative thinking | 7.53±1.04 | 7.62±1.04 | -0.485 | 0.442 |
| Cross-cultural understanding | 7.52±0.94 | 7.94±0.86 | -0.846 | 0.378 |
Comparison of pre-test and post-test music aesthetics of experimental group
| Dimension | Pre-test and post-test (M±SD) | t | p | |
|---|---|---|---|---|
| Pre-test (n=27) | Post-test (n=27) | |||
| Music awareness | 7.47±1.01 | 14.16±1.13 | -15.651 | 0.000 |
| Music comprehension | 8.32±1.03 | 13.71±1.64 | -12.065 | 0.000 |
| Emotional experience | 7.62±0.94 | 13.69±1.82 | -14.168 | 0.000 |
| Music evaluation ability | 7.67±0.93 | 13.62±1.20 | -13.548 | 0.000 |
| Creative thinking | 8.05±1.07 | 13.59±1.42 | -12.463 | 0.000 |
| Cross-cultural understanding | 7.92±1.05 | 14.24±1.56 | -15.054 | 0.000 |
Comparison of pre-test and post-test piano performing ability of experimental group
| Dimension | Pre-test and post-test (M±SD) | t | p | |
|---|---|---|---|---|
| Pre-test (n=27) | Post-test (n=27) | |||
| Fingering | 5.68±0.88 | 8.63±1.03 | -6.482 | 0.001 |
| Music rhythm | 5.41±0.91 | 8.76±1.19 | -8.292 | 0.000 |
| Music segment division | 5.98±1.08 | 9.16±1.24 | -7.158 | 0.001 |
| Sound line | 5.62±0.87 | 8.77±1.15 | -7.018 | 0.001 |
| Strong-weak contrast | 5.56±1.05 | 9.33±1.34 | -10.852 | 0.000 |
| Technical ability | 5.87±1.08 | 9.28±0.86 | -9.742 | 0.000 |
| Performance integrity | 5.45±0.82 | 9.40±1.24 | -11.846 | 0.000 |
| Emotion expression | 5.37±1.11 | 9.52±1.10 | -12.565 | 0.000 |
| Pedal usage | 6.08±0.85 | 8.89±0.99 | -5.482 | 0.002 |
Music aesthetics of two groups before the experiment
| Dimension | Group (M±SD) | t | p | |
|---|---|---|---|---|
| Experimental group (n=27) | Control group (n=25) | |||
| Music awareness | 7.47±1.01 | 7.84±1.08 | -0.722 | 0.852 |
| Music comprehension | 8.32±1.03 | 7.64±0.97 | 0.985 | 0.562 |
| Emotional experience | 7.62±0.94 | 7.65±0.99 | -0.458 | 0.659 |
| Music evaluation ability | 7.67±0.93 | 7.94±0.87 | -0.523 | 0.698 |
| Creative thinking | 8.05±1.07 | 7.53±1.04 | 0.815 | 0.368 |
| Cross-cultural understanding | 7.92±1.05 | 7.52±0.94 | 0.756 | 0.428 |
Piano performing ability of two groups before the experiment
| Dimension | Group (M±SD) | t | p | |
|---|---|---|---|---|
| Experimental group (n=27) | Control group (n=25) | |||
| Fingering | 5.68±0.88 | 5.47±1.04 | 0.604 | 0.603 |
| Music rhythm | 5.41±0.91 | 5.84±1.02 | -0.758 | 0.576 |
| Music segment division | 5.98±1.08 | 5.79±1.06 | 0.527 | 0.474 |
| Sound line | 5.62±0.87 | 5.68±1.04 | 0.078 | 0.327 |
| Strong-weak contrast | 5.56±1.05 | 5.76±0.84 | -0.544 | 0.628 |
| Technical ability | 5.87±1.08 | 5.39±0.92 | 0.988 | 0.598 |
| Performance integrity | 5.45±0.82 | 5.79±0.84 | -0.623 | 0.843 |
| Emotion expression | 5.37±1.11 | 5.65±1.09 | -0.582 | 0.439 |
| Pedal usage | 6.08±0.85 | 5.64±1.07 | 0.925 | 0.683 |
Comparison of pre-test and post-test piano performing ability of control group
| Dimension | Pre-test and post-test (M±SD) | t | p | |
|---|---|---|---|---|
| Pre-test (n=25) | Post-test (n=25) | |||
| Fingering | 5.47±1.04 | 5.42±1.15 | 0.201 | 0.404 |
| Music rhythm | 5.84±1.02 | 5.96±0.95 | -0.426 | 0.393 |
| Music segment division | 5.79±1.06 | 6.25±1.05 | -0.985 | 0.312 |
| Sound line | 5.68±1.04 | 5.71±1.15 | -0.188 | 0.325 |
| Strong-weak contrast | 5.76±0.84 | 6.22±0.95 | -0.985 | 0.266 |
| Technical ability | 5.39±0.92 | 5.78±1.01 | -0.812 | 0.784 |
| Performance integrity | 5.79±0.84 | 5.86±0.89 | -0.215 | 0.614 |
| Emotion expression | 5.65±1.09 | 5.60±1.03 | 0.201 | 0.850 |
| Pedal usage | 5.64±1.07 | 5.79±0.95 | -0.485 | 0.353 |
Music aesthetics of two groups after the experiment
| Dimension | Group (M±SD) | t | p | |
|---|---|---|---|---|
| Experimental group (n=27) | Control group (n=25) | |||
| Music awareness | 14.16±1.13 | 7.85±0.91 | 15.945 | 0.000 |
| Music comprehension | 13.71±1.64 | 7.49±1.11 | 14.582 | 0.000 |
| Emotional experience | 13.69±1.82 | 7.63±1.08 | 14.025 | 0.000 |
| Music evaluation ability | 13.62±1.20 | 8.06±0.94 | 12.065 | 0.000 |
| Creative thinking | 13.59±1.42 | 7.62±1.04 | 13.512 | 0.000 |
| Cross-cultural understanding | 14.24±1.56 | 7.94±0.86 | 15.758 | 0.000 |