MEI-CHUN Wu, MING-CHIEN Hung, MAI-LUN CHIU*, CHENG-HUNG Chuang and Yu- Bin Lin
Learners with different learning styles experience different cognitive loads in response to feedback information. This study investigated the impact of visual feedback and cues on the effectiveness of learning to play on a drum set, and it discusses the impact of the learners’ individual learning styles and cognitive loads on their learning outcomes. Sixty drum students were divided into two groups, with one undergoing the traditional training method of reading sheet music and the other training in a visually based environment. The results indicate visual cues and feedback positively influence learning to play on a drum set certain learning environments are suitable for learners with different learning styles and cognitive loads. These findings serve as a reference point for designing and improving learning environments for music students.
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