Efectividad y motivación hacia el uso de videotutoriales para el aprendizaje de un software musical

• Autores: José Palazón Herrera
• Localización: Culture and Education, Cultura y Educación, ISSN-e 1578-4118, ISSN 1135-6405, Vol. 30, Nº 4, 2018, págs. 663-692
• Idioma: español
• DOI: 10.1080/11356405.2018.1514804
• Títulos paralelos:
  • Effectiveness and motivation towards the use of video tutorials when learning how to use music software
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• Dialnet Métricas: 5 Citas
• Resumen
  • español

    El presente estudio tiene como objetivo poner en evidencia el potencial de los videotutoriales para el aprendizaje del manejo de un software de edición musical así como la percepción del alumnado hacia su uso. El proyecto se ha desarrollado bajo un escenario de aprendizaje invertido en el cual los alumnos han estudiado con dos tipos de recursos: videotutoriales y tutoriales impresos creados ad hoc. A través de un estudio cuantitativo con un diseño cuasi-experimental, los alumnos participantes en el proyecto (n = 48) han sido divididos en un grupo experimental (videotutoriales) y un grupo de control (tutoriales impresos) con el propósito de evaluar el recurso utilizado en función de: (1) los resultados académicos conseguidos; (2) la independencia del alumnado; (3) el tiempo empleado en terminar las tareas; (4) la motivación que genera el recurso. El recurso utilizado no ha redundado en una mejora del rendimiento académico en aquellos alumnos que han utilizado videotutoriales. Sin embargo, sí ha habido una mejora en: el tiempo invertido en la realización de partituras, la autonomía del alumno en relación al profesor y en la motivación hacia el recurso utilizado

  • English

    The objective of this study is to highlight the potential of video tutorials for learning how to use music editing software as well as students’ perceptions of their use. The project has been developed within a flipped-classroom approach, in which students studied with two types of resources: video tutorials and printed tutorials created ad hoc. Using a quantitative study with a quasi-experimental design, students participating in the project (n = 48) were divided into an experimental group (video tutorials) and a control group (printed tutorials) in order to evaluate the resource used according to: (1) academic results achieved; (2) students’ independence; (3) time spent completing tasks; (4) motivation generated by the resource. The resource used did not result in an improvement of academic performance in those students who used video tutorials. However, there has been an improvement in time invested in the production of scores, students’ autonomy in relation to the teacher and motivation towards the resource used.

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