Fine arts high school students' experiences on the use of Tonic, an interactive instrument practice application

Abstract

This study explores the experiences of Anatolian Fine Arts High School music students using Tonic, a gamified interactive instrument practice application designed to enhance individual study efficiency. The research builds on the understanding that structured and engaging practice methods are crucial for developing instrumental proficiency, as individual differences and effective time management significantly impact learning outcomes. Employing a phenomenological qualitative research approach, the study collected data through semi-structured interviews with 22 students over four weeks. Findings revealed that Tonic’s features, such as personalization, planning, and interaction, significantly improved students’ motivation, study discipline, and performance. Students highlighted the motivational effects of customizable avatars and instrument-specific functionalities and the benefits of planning tools for scheduling and organizing practice sessions. Interactive features, including live broadcasting and feedback mechanisms, boosted confidence and reduced performance anxiety. However, challenges such as the language barrier and high internet dependency hindered accessibility. Suggestions for improvement include multilingual support and offline functionality. Overall, Tonic demonstrates significant potential as a supportive tool for music education by fostering regular practice habits and enhancing the learning experience. Future research could focus on broader samples and longer study durations to assess its long-term impact on performance and learning outcomes.

Keywords

• Music Education
• Individual Instrument Practice
• Digital Applications

References

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