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    Applying Blended Learning Model in Piano Lessons: A Multi-Dimensional Study of its Impact on Students' Self-Cognition, Engagement and Emotional Support
    (2024-01-01)
    Li, Aoyang
    ;
    Ratanaolarn, Thanin
    ;
    Sitthiworachart, Jirarat
    This research aims to illuminate the multifaceted effects of blended learning on students' piano education, focusing on factors such as readiness, engagement, and emotional support. It investigates how the implementation of blended learning models can enhance students' outcomes in piano instruction through a flexible, autonomous, and supportive learning environment. Utilising a systematic literature review approach, this study analysed the multi-dimensional effects of blended learning on students' self-cognition, engagement, and emotional support. The TCCM (Theory, Context, Characteristics, and Methods) framework guided a comprehensive analysis of 45 peer-reviewed articles published between 2022 and 2024. A broad search across several academic databases, including Google Scholar, Scopus, Web of Science, and China National Knowledge Infrastructure (CNKI), yielded 112 articles. After screening through two phases—title and abstract review, followed by a full-text review—45 articles were selected for detailed analysis. The review reveals that blended learning significantly enhances student readiness and engagement in piano education. Specifically, student engagement would mediate the relationship between readiness and learning outcomes, while self-cognition and emotional support could play critical moderating roles. Insights from Cognitive Load Theory and Self-Regulated Learning Theory emphasise the importance of managing cognitive load through the integration of online resources, feedback mechanisms, and practice tracking. The balance between digital and face-to-face interactions is crucial in fostering student engagement and readiness. This study contributes to the growing body of research on blended learning in music education, offering both theoretical and practical insights into optimising blended learning for piano instruction. While gaps in the literature remain, they present opportunities for further research into the interplay of cognitive-emotional and practical dimensions of blended learning across different cultural and instrumental contexts. Consequently, instructors and researchers can continue to refine the blended learning experience for piano students and beyond.
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    Creation of an Employability Skills of Students Enhancement Model for Music School Students in Shanxi Province
    (2024-01-01)
    Xin, Jianfang
    ;
    Viriyavejakul, Chantana
    ;
    Sumettikoon, Piyapong
    Purpose: This study examines the development of employability skills among music school students in Shanxi Province, China, with the objective of elucidating the multifaceted dimensions essential for success within regional music education. Anchored in adult learning and experiential education theories, the research investigates the interplay between technical proficiency, creativity, communication, adaptability, and business acumen. Utilizing a qualitative methodology, this study engages with music students, educators, and industry professionals to unravel the nuances of skills development. Method: The study employs a qualitative design, utilizing semi-structured interviews to capture the lived experiences and perspectives of key stakeholders within Shanxi's music education ecosystem. The sample consists of music school students, educators, and industry professionals, selected through purposive sampling. Data collection involves conducting in-depth interviews, with thematic analysis applied to distil key patterns and insights. Findings: Preliminary findings underscore the significance of technical proficiency, creativity, communication, and business acumen as essential components of employability skills among students. The study reveals distinct nuances within the Shanxi music industry, highlighting the necessity for a tailored model that integrates technical training with business education and real-world experiences. Originality/Significance: This research advances the existing literature by addressing the gap in tailored models for music school students in Shanxi Province. Its originality stems from its focus on the contextualized development of employability skills, providing insights into the specific demands of the regional music industry. The findings are expected to inform curriculum design, industry collaborations, and policy initiatives, promoting a paradigm shift in music education towards a holistic and region-specific approach.
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    Impact of Rhythm, Tempo, and Rest Variations on Pitch Detection in Deep Learning-Based Piano Transcription Models
    (2024-01-01)
    Pangwapee, Priyakorn
    ;
    Mekkoktanphira, Juthakan
    ;
    Dilokthanakul, Nat
    ;
    Lochanachit, Sirasit
    ;
    Kanungsukkasem, Nont
    This paper investigates the impact of rhythm, tempo, and rest variations on pitch detection in deep learning-based models for piano transcription. We conducted a series of experiments using GRU and Transformer architectures, manipulating note lengths, rhythmic patterns, and rest intervals to assess their effect on pitch transcription accuracy. Our findings indicate that model performance is significantly influenced by these musical factors. The experiment with GRU shows notable sensitivity to rhythmic and rest changes. However, the Transformer model handles varied conditions more robustly. These findings help refine our approach to music transcription software, particularly in improving pitch recognition across varied rhythmic patterns, tempos and rests.
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    Evaluating the Influence of Assessment Methods on Student Engagement and Learning In Music Programmes At Shanxi Lyuliang University
    (2023-01-01)
    Xin, Jianfang
    ;
    Viriyavejakul, Chantana
    ;
    Sumettikoon, Piyapong
    The assessment methods and level of instructor support significantly influence student engagement and learning outcomes. The assessment methods used, such as traditional exams, formative assessments, or project-based assessments, can have a significant impact on students' level of engagement and learning. This study aimed to investigate the correlations among pedagogical practices, student engagement, assessment procedures, and student achievement in the field of music education. A quantitative research method was utilised, where data was gathered from 375 music students via a standardised questionnaire. The data was analysed using the SPSS Process macro to assess mediation and moderation. The findings revealed that the selection and organisation of assessment strategies have significant impacts on student engagement and academic achievement. The presence of teacher support was found to moderate these relationships. Teacher support is a vital factor in shaping the relationships between assessment strategies and student engagement and academic achievement, hence the development of a classroom atmosphere that is conducive to and inclusive of all students. This provides valuable information for educators and educational institutions to improve classroom assessment practices, foster inclusivity, and create a classroom atmosphere that is conducive to learning and student accomplishment. The implications of this study are substantial for the pedagogical community.