東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The relationship between learning pe...

O'Brian, Joseph.

Linked to FindBook

Google Book

Amazon

博客來

The relationship between learning persistence and equipment design through the lens of expectancy-value theory.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The relationship between learning persistence and equipment design through the lens of expectancy-value theory./
Author:	O'Brian, Joseph.
Description:	137 p.
Notes:	Source: Masters Abstracts International, Volume: 55-05.
Contained By:	Masters Abstracts International55-05(E).
Subject:	Educational psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10110981
ISBN:	9781339742113

The relationship between learning persistence and equipment design through the lens of expectancy-value theory.
O'Brian, Joseph.

The relationship between learning persistence and equipment design through the lens of expectancy-value theory. - 137 p.

Source: Masters Abstracts International, Volume: 55-05.

Thesis (M.S.)--Arizona State University, 2016.

Learners' attitudes and beliefs during the initial stages of learning have a profound impact on their future decisions, practice habits, and persistence. In music education, however, surprisingly little research has explored how physical equipment design might influence novices' attitudes and beliefs. The current study addresses this gap by examining how novices' motivation and perception differ based on the physical design of the musical instrument they interact with while learning. Fifty-two adult participants completed an online survey measuring their expectancies (e.g., confidence), value beliefs (e.g., enjoyment, interest, and social merit), and anticipated persistence while attempting to learn the electric guitar. Afterward, participants attempted to learn and perform several beginner-level tasks while using a conventionally designed or ergonomically designed guitar. The conventionally designed guitar was a commercially available model marketed toward beginner and intermediate-level guitarists. In contrast, the ergonomic guitar was a custom model based on expert design recommendations to improve ease of use, comfort, and user experience. Participant learning expectations and values were assessed before and after a one-hour practice session. Results revealed that novices who used the ergonomic guitar reported significant gains in anticipated learning enjoyment. Alternatively, novices who used the conventional guitar exhibited no such change. Beyond this relationship however, the ergonomic guitar was not found to meaningfully affect participants' confidence, interest, physical discomfort, and task difficulty perceptions. Additionally, the ergonomic guitar did not have a statistically significant influence on learning persistence ratings. One important implication extracted from this study is that a single practice session may not provide enough time or experience to affect a novices' attitudes and beliefs toward learning. Future studies may seek to remedy this study limitation by using a longitudinal design or longer practice task trials. Despite this limitation however, this exploratory study highlights the need for researchers, music educators, and instrument manufacturers to carefully consider how the physical design of a musical instrument may impact learning attitudes, choices, and persistence over time. Additionally, this study offers the first attempt at extending the equipment design literature to music education and Expectancy-Value Theory.

ISBN: 9781339742113Subjects--Topical Terms:

517650
Educational psychology.

The relationship between learning persistence and equipment design through the lens of expectancy-value theory.
LDR:03421nmm a2200301 4500 001 2071510
005 20160707145642.5
008 170521s2016 ||||||||||||||||| ||eng d
020 $a 9781339742113
035 $a (MiAaPQ)AAI10110981
035 $a AAI10110981
040 $a MiAaPQ $c MiAaPQ
100 1 $a O'Brian, Joseph. $3 3186653
245 1 4 $a The relationship between learning persistence and equipment design through the lens of expectancy-value theory.
300 $a 137 p.
500 $a Source: Masters Abstracts International, Volume: 55-05.
500 $a Adviser: Rod D. Roscoe.
502 $a Thesis (M.S.)--Arizona State University, 2016.
520 $a Learners' attitudes and beliefs during the initial stages of learning have a profound impact on their future decisions, practice habits, and persistence. In music education, however, surprisingly little research has explored how physical equipment design might influence novices' attitudes and beliefs. The current study addresses this gap by examining how novices' motivation and perception differ based on the physical design of the musical instrument they interact with while learning. Fifty-two adult participants completed an online survey measuring their expectancies (e.g., confidence), value beliefs (e.g., enjoyment, interest, and social merit), and anticipated persistence while attempting to learn the electric guitar. Afterward, participants attempted to learn and perform several beginner-level tasks while using a conventionally designed or ergonomically designed guitar. The conventionally designed guitar was a commercially available model marketed toward beginner and intermediate-level guitarists. In contrast, the ergonomic guitar was a custom model based on expert design recommendations to improve ease of use, comfort, and user experience. Participant learning expectations and values were assessed before and after a one-hour practice session. Results revealed that novices who used the ergonomic guitar reported significant gains in anticipated learning enjoyment. Alternatively, novices who used the conventional guitar exhibited no such change. Beyond this relationship however, the ergonomic guitar was not found to meaningfully affect participants' confidence, interest, physical discomfort, and task difficulty perceptions. Additionally, the ergonomic guitar did not have a statistically significant influence on learning persistence ratings. One important implication extracted from this study is that a single practice session may not provide enough time or experience to affect a novices' attitudes and beliefs toward learning. Future studies may seek to remedy this study limitation by using a longitudinal design or longer practice task trials. Despite this limitation however, this exploratory study highlights the need for researchers, music educators, and instrument manufacturers to carefully consider how the physical design of a musical instrument may impact learning attitudes, choices, and persistence over time. Additionally, this study offers the first attempt at extending the equipment design literature to music education and Expectancy-Value Theory.
590 $a School code: 0010.
650 4 $a Educational psychology. $3 517650
650 4 $a Educational technology. $3 517670
650 4 $a Engineering. $3 586835
650 4 $a Music education. $3 3168367
690 $a 0525
690 $a 0710
690 $a 0537
690 $a 0522
710 2 $a Arizona State University. $b Applied Psychology. $3 3186654
773 0 $t Masters Abstracts International $g 55-05(E).
790 $a 0010
791 $a M.S.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10110981