A PRISMA review of research on feedback in music education and music psychology

Abstract

The purpose of this study was to conduct a systematic review of research literature about feedback in music. We employed the Preferred Reporting Systems for Systematic Reviews and Meta-Analyses (PRISMA) method to systematically review literature about feedback in music education and music psychology from the first identified article in 1973 to November 2021. We identified a total of 4,499 records using our inclusion criteria, of which a total of 153 were identified as relevant for further analysis. We documented percentages and frequencies for publications over time, type of publications, sampling location, methodology, and topic. We also employed recent conceptions of feedback to categorize the type of feedback studied. Results suggest the extant literature in music may be outdated and lack methodological rigor. Most studies did not provide a working definition of feedback and were largely confined to teacher feedback. Music researchers have primarily studied feedback in relation to learner’s behavior rather than their cognition or affect. Consequently, feed-back (as opposed to feed-up or feed-forward) represents the overwhelming focus of this literature. This review highlights the need for more in-depth, nuanced, and empirically robust studies on feedback in music education and music psychology.

Developing feedback skills in preservice music teachers

“…While it is not particularly surprising that any skill would be developed through practice, feedback has been an under-researched skill, suggesting that it has not been seen as a high priority item in previous research or in music teacher education (Blackwell et al, 2022; McPherson et al, 2022). It seems that feedback has been treated as implicitly important, without meaningful investigation into how, when, or why to give feedback, or even what constitutes meaningful feedback.…”

“…Teachout, 1997). Identifying the limitations of past research on feedback in music, Blackwell and colleagues (2022) suggested a framework for how feedback could be incorporated into the process of learning music. To build on this framework, studies identifying effective feedback practices in music education are essential to understand how to effectively use feedback in music contexts.…”

“…Blackwell and colleagues (2022) concluded the extant literature in music may be outdated and lack methodological rigor. In their analysis, they found that most studies did not provide a working definition of feedback and were largely confined to teacher feedback.…”

The effects of musical feedback training on metacognition and self-directed learning

“…In musical training, students receive feedback and subsequently evaluate their performance against it. This process of reflecting on one’s performance through feedback, identifying areas for improvement, strengthens learners’ abilities for self-monitoring and evaluation ( Fritz et al, 2020 , Tang et al, 2022 ; Blackwell et al, 2023 ).…”

“…On the other hand, immediate feedback occurs within individual practice sessions where, upon completing a section, teachers or recording software provide instantaneous evaluations and suggestions. Finally, delayed feedback pertains to the provision of feedback after students’ completion of a comprehensive performance or practice session, wherein teachers or peers subsequently provide summary evaluations ( Wu et al, 2020 ; Blackwell et al, 2023 ).…”