Self-regulation strategies and behaviors in the initial learning of the viola and violin with the support of software for real-time instrumental intonation assessment

Abstract

Self-regulation strategies and behaviors are important aspects of instrumental music learning because they allow students to set learning goals by testing and controlling their cognition, motivation, behaviors, and emotions. This work investigates the self-regulation processes of four young instrumentalists (aged 10–11 years) in their initial stages of viola and violin learning, during practice with Plectrus, a real-time instrumental intonation training and assessment software. The qualitative-hermeneutical nature of this research employed a multiple case study design to investigate the construct of self-regulation within a software-supported instrumental learning process. Data were collected from the participants’ practice diaries over a 4-week period. The final practice session was also analyzed from audio-visual recordings. The results indicate that, despite their limited experience, the students showed a diversity of strategies and behaviors with which they self-regulated their cognitions, motivations, behaviors, and emotions. However, not all the students employed the same processes, and there was variability in the frequency of their use. One of the students showed more self-regulatory processes than the rest and achieved the best scores, although it has not been possible to establish a relationship between the scores and self-regulation.

Design and Validation of Software for the Training and Automatic Evaluation of Music Intonation on Non-Fixed Pitch Instruments for Novice Students

“…In the design phase of this work, a case study was conducted that has shown some evidence of the influence of this software on the self-regulation of violin and viola students. [41]. However, qualitative studies would be necessary in order to confirm this potential influence.…”

“…Phase 2 (partly shown here) included the design and technical evaluation of a prototype of the software and successive iterations through usability tests with students in groups of 5, as advised by [40], as well as functionality tests. This phase included a multiple case study with 4 students from 8 to 12 years old in order to verify the functionality of the software as well as its influence on students' self-regulation in instrumental practice [41].…”

“…After the corresponding iterations with the design and implementation process, a final revised full version was produced. This version was tested by means of a qualitative multiple case study with 4 elementary level students aged 8-12 years old [41]. In addition to verifying the functionality of the software, the secondary objective of this study was to test the influence that the software could have on the students' self-regulation strategies.…”