The Effects of Static and Dynamic Visual Representations as Aids for Primary School Children in Tasks of Auditory Discrimination of Sound Patterns. An Intervention-based Study.

Jesus Tejada,Delia Serra

doi:10.3991/ijet.v13i02.7430

Abstract

It has been proposed that non-conventional presentations of visual information could be very useful as a scaffolding strategy in the learning of Western music notation. As a result, this study has attempted to determine if there is any effect of static and dynamic presentation modes of visual information in the recognition of sound patterns. An intervention-based quasi-experimental design was adopted with two groups of fifth-grade students in a Spanish city. Students did tasks involving discrimination, auditory recognition and symbolic association of the sound patterns with non-musical representations, either static images (S group), or dynamic images (D group). The results showed neither statistically significant differences in the scores of D and S, nor influence of the covariates on the dependent variable, although statistically significant intra-group differences were found for both groups. This suggests that both types of graphic formats could be effective as digital learning mediators in the learning of Western musical notation.

Highlights

It has been affirmed that the frequent use of multimedia materials in the classrooms makes it necessary to carry out highly specialized research in order to determine which features of media - and their combinations - best facilitate learning [2], [11]
The present study has attempted to address the question of whether there is any effect of either static images or dynamic images used as aids in the discrimination of musical sound patterns by primary school students
The intra-group differences were measured in relation to the results of the intervention activities in the different moiJET ‒ Vol 13, No 2, 2018

Summary

Introduction

It has been affirmed that the frequent use of multimedia materials in the classrooms makes it necessary to carry out highly specialized research in order to determine which features of media - and their combinations - best facilitate learning [2], [11]. Much research has been carried out across certain disciplines on the effects of unimodal and multimodal presentations of information in learning processes, using either sound, dynamic images, static images, text, analog representations, and/or notations. Related studies regarding music education, such as those on bimodal modes of displaying information, are scarce and have given inconclusive results, as shown in the literature review below. The present study has attempted to address the question of whether there is any effect of either static images or dynamic images used as aids in the discrimination of musical sound patterns by primary school students. The main goal of this study was to contribute to the knowledge on the relative effectivity of different modalities of presenting musical information, one of the critical factors for the design of digital objects as mediators in the learning processes

Methods

Results

Conclusion