Technology-facilitated Elementary Vocal Training: An Educational Design-based Study

This thesis contributes to the field of paediatric singing pedagogy through
the development and testing of a technology-based vocal training
program, as well as by providing a literature review of vocal science, with
a particular focus on the child voice. The study adopts a philosophical
foundation inspired by Aristotelian teleology, interpreting the human
vocal apparatus as having evolved not only for speech but also for melodic
expression such as singing. From this perspective, it may be argued that
everyone is born with an inherent capacity to sing, though this capacity
may remain underdeveloped without appropriate guidance and
nurturing. The underlying concern that prompted this research is that
Finnish schoolchildren’s singing skills appear to be less developed than
might be expected. This impression is based on informal accounts from
music educators and expert commentary in the public domain. A primary
factor contributing to this situation appears to be the lack of systematic
vocal training in Finnish elementary schools, which in turn is largely due
to the limited knowledge and proKiciency related to singing among
elementary music teachers. These two factors together appear to create a
vicious cycle in which the singing skills of the population gradually erode
over time, with likely social implications, as individuals are less able to
beneKit from the positive effects on well-being that are associated with a
sense of accomplishment in singing.
The aim of this study was to investigate the possibility of disrupting
this cyclical process by designing and implementing a vocal training
program (artefact) for Grade 2 students using animated videos. Two
second-year classes participated, with one serving as the test group
(n=18) and the other as the control group (n=19). All exercises were based
on key Kindings from vocal research, and the study followed the principles
of educational design research (EDR), with two key objectives: (1) to
ascertain how and to what extent the designed artefact supported the
development of children’s singing skills in the test group, and (2) to derive
design principles for this type of artefact. The study involved two
interventions conducted over the course of one school year, allowing for
revisions of the artefact between rounds. The study employed a
multimethod approach, including audio and video recordings,
questionnaires, and a teacher interview.
The most compelling evidence of the artefact’s impact came from
expert panel assessments of pre- and post-interventions audio recordings.
These indicated a notable improvement in the test group’s singing quality
(progress score: +6), while the control group’s quality declined (progress
score: –2). Effect size calculations (Cohen’s d = 0.77; Hedges’ g = 0.73)
suggest a moderate to large positive effect, though methodological
limitations warrant cautious interpretation. Questionnaire results on
singing self-efKicacy showed minimal overall change but revealed gender-
speciKic effects: girls in the test group improved (composite M = +0.90),
especially in willingness to join a school choir, while boys declined
(composite M = –2.28) particularly in their conKidence, belief in their
ability to improve, and their enjoyment of music lessons. These trends
were absent in the control group. The control group’s questionnaire
results remained stable across genders, suggesting the test group’s effects
were intervention-speciKic and merit further study.
The artefact-led training was well received by students and the
teacher. Nevertheless, the design group concluded that this type of
program is most effective when complemented by teacher support,
primarily due to the need for real-time feedback in more complex physical
and breathing exercises. Key design principles derived from the study
included the use of animal characters, a child voice model, Kirst-person
storytelling, and virtual rewards. Furthermore, the study indicated the
importance of lesson pace and length, context, and audiovisual
equipment. The project also demonstrated the usefulness of a novel
framework for evaluating vocal training outcomes.
The results of this study suggest that technology-based vocal
instruction has the potential to be a beneKicial aid in the development of
children's singing skills. It is hoped that this thesis will further develop the
knowledge base in this Kield, particularly regarding the video-based
strategy explored herein.
Keywords: music education, vocal training, vocal pedagogy, children’s
singing, educational design research, elementary school