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Volume 15, Issue 2-3
  • ISSN: 1752-7066
  • E-ISSN: 1752-7074

Abstract

Today, an increasing number of music educators are incorporating modern technologies, including virtual reality (VR), to train music students. This study aims to examine the effect of VR training on the mastery of the five elements of singing by utilizing a quasi-experimental method and survey questionnaires. Additionally, the study investigates students’ preferences between two teaching methods: traditional training with piano accompaniment and training with VR equipment. The experiment involved 35 first- and second-year university vocal music majors. The study utilized a survey tool and IBM SPSS Statistics to process the data, employing paired -tests, frequency analysis, regression analysis and Pearson correlation coefficient to measure the effectiveness of the two training models. The results indicated that VR training had a positive impact on singers’ mastery of the five elements and associated singing techniques. Furthermore, music students expressed a preference for VR training over piano accompaniment. Consequently, this study addresses a research gap by employing VR in singing teaching and training and introduces a new teaching tool to academic music programmes.

Funding
This study was supported by the:
  • Fundamental Research Funds for the Central Universities (Award ND2023017)
© 2022 Intellect Ltd
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2024-03-28
2024-09-18
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/content/journals/10.1386/jmte_00052_1
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The effect of virtual reality (VR) training on mastery of the five elements of singing
Journal of Music, Technology & Education 15, 165 (2022); https://doi.org/10.1386/jmte_00052_1
/content/journals/10.1386/jmte_00052_1
/content/journals/10.1386/jmte_00052_1
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  • Article Type: Article
Keyword(s): assessment; evaluation; quasi-experimental relationship; self-assessment; singing techniques; survey

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