Innovative Music Education: Using an AI-Based Flipped Classroom

Autor/in	Lv, Hua Zhen
Titel	Innovative Music Education: Using an AI-Based Flipped Classroom
Quelle	In: Education and Information Technologies, 28 (2023) 11, S.15301-15316 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-023-11835-0
Schlagwörter	Educational Technology; Flipped Classroom; Artificial Intelligence; Knowledge Level; Musical Instruments; Music Education; Student Participation; College Students; Foreign Countries; Program Effectiveness; China + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Flipped classrooms; Flip teaching; Inverted teaching; Künstliche Intelligenz; Wissensbasis; Musikinstrument; Musikerziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Collegestudent; Ausland
Abstract	It is essential to develop and research new teaching methods in the era of online education. In this regard, one of the promising methods could be the flipped classroom model built on artificial intelligence (AI). The study aimed to determine the impact of flipped classroom teaching using a stylus-driven intelligent learning system on students' level of knowledge in the piano course and the degree of their involvement in the musical education process. The Mann-Whitney method was used to compare the results of the two groups to determine whether there were statistically significant differences in their results. The participants were 118 students from Lishui University. In particular, the students from the experimental group showed significantly higher results (Mean = 19.73) than those from the control group (Mean = 16.03), which proved the effectiveness of the proposed AI-based flipped classroom piano learning model and had statistical significance (z = -2.43; p = 0.01). The mean score of participants' engagement in piano learning using an experiential flipped classroom approach was 3.54 (SD = 1.07), which allowed concluding that the developed approach contributed to their involvement in educational progress. Further relevant research can be devoted to the development of new integrated teaching methods, creating alternative AI systems, and exploring the impact of new teaching methods on indicators of motivation, cognitive load, student self-regulation, etc. The present findings can be useful in the introduction of the developed teaching method into music education to improve learning outcomes and contribute to students' involvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01