The primary objective of this study is to investigate whether three interaction strategies through mobile apps may be associated with increases in students' music listening skills. Data was collected from 225 high school students and analysed using the ANOVA procedure in the three ways of music listening: analytic, aesthetic and sensory. Interaction with the app was least influential in the analytic listening of the participants. Interaction with peers was most influential in the aesthetic listening of the participants. Interaction with the app was most influential in the sensory listening of the participants.

The purpose of this study is to explore how three interaction strategies through mobile applications affect students' music listening. Data was collected from 225 high school students and analyzed using the ANCOVA procedure in the three domains of music listening: analytic, aesthetic and sensory. Research showed that the interaction with teachers was most influential in the analytic listening of the participants. Interaction with peers was most influential in aesthetic listening of the participants. Interaction with the application was most influential in sensory listening of the participants. Differences in students' satisfaction according to the three interactions through the mobile application are discussed. This study has implications on how interactions could be designed for students' music listening.