Abstract
Information technologies in the modern world cover many fields of activity, including education. This contributes to the transformation of the educational process and the development of students’ independence. The main purpose of this paper is to assess the possibilities of using modern vocal music technologies in Chinese music education. To achieve the above purpose, the authors of the manuscript analysed the data obtained and divided the interactive technologies that can be used for vocal music education into the following four groups: software for studying theoretical frameworks, universal software, spectrogram software and audio editing software. The selected applications help learners acquire extensive vocal knowledge. Using the Likert scale, the researchers found that the applications of preference chosen by the respondents in each of the presented groups were Explain Everything (93%), Sing Sharp (87%), Sodaphonic (73%) and MAGIX Music Maker (82%). Sing Sharp provides vocal lessons in the form of a game. Sodaphonic eliminates low-quality performance elements in the process of creation of audio files. MAGIX Music Maker helps users create new songs using virtual musical instruments.
Chinese vocal art is based on the ancient tradition that developed under the influence of theatrical vocal performance (Shi, 2019). From ancient times, natural voice was used to preserve the traditional manner of singing. The voice was supposed to be smooth, and a singer was required to produce a limited spectrum of notes to a slow melody (H. Yang, 2020). Pronunciation was of particular importance due to the phonetics of the Chinese language (H. Yang, 2020). Hence, not only vocal techniques should be considered in the educational process, but also the uniqueness of Chinese singing. At the present stage of development, modern vocal music technologies can be beneficial in this respect as far as their functionality allows focusing on individual elements (Julia et al., 2019). Information vocal music technologies are comprised of modern software and applications that help learners develop their vocal skills and creativity based on the use of interactive resources and the internet (Van Besouw et al., 2016). Used in the learning process, information technologies serve to develop flexible thinking, build social relationships, acquire communicative competence and improve creative skills (Zhang et al., 2021). Undergoing vocal training, a vocalist should acquire both theoretical and practical knowledge and harmoniously combine them during vocal performance (Moore, 2017). Information technologies are important for the development of practical skills and mastering self-control. Stimulating learning and cognitive activities, they shape thinking and improve the learner’s creativity (Moore, 2017). Educational information technologies can present information in a game format, as well as in the form of lectures, audio and video lessons. A variety of forms helps students stay engaged in music education and facilitates learning (X. Li & Bian, 2022).
Information technologies used in vocal music education offer a combination of conventional and unconventional activities that are dedicated to the dynamic incorporation of new information into the existing knowledge (Tzafilkou et al., 2021). The process can be associated with the division into practical and theoretical classes. The latter implies using theoretical materials peculiar to the traditional learning system. Instead, practical classes apply the functionality of existing technologies. At the same time, the process can focus on providing a training programme based on digital technologies. In this case, classes involve materials from the traditional training system (Tzafilkou et al., 2021). In the course of vocal training, attention should also be paid to the emotional component of vocal performance (Ma et al., 2021). The main tasks of vocal training are to develop a steady and clear voice, improve aural skills and acquire muscle skills that will allow producing a beautiful and pure sound (Keyes et al., 2021). To identify the technologies that should be implemented in vocal training, an analysis of vocal ranges should be performed (Duffy & Healey, 2017).
Modern technologies make it possible to assess voice quality by means of pre-recorded lessons. Moreover, with the use of modern technologies, students can hear their own voice the way other people hear it and discuss their vocal delivery with the teacher (Fulford et al., 2016). Technological advances stimulate interest in learning activities, which can take the form of games or quizzes, facilitate the acquisition of basic knowledge and motivate students through the element of competition (Johnston et al., 2017). For example, Sound Forge can be introduced into the learning process. Its functionality includes changing melodies and tonalities and eliminating repetitions from musical compositions (Liu et al., 2021). This tool is a good choice when it comes to the development of singing skills with a focus on the student’s singing voice. Vocal training applications that employ the strategies of playful learning (MyEarTraining, VoCo Vocal Coach) are great assistants in developing the sense of rhythm and tact, training the ear to hear music and voice, improving the sound of voice and fostering creative skills (Liu et al., 2021). A game format of learning motivates users to reach next levels, encourages us to succeed and develops imagination and cognitive skills (Nijs, 2018).
To determine the information technologies that affect vocal training, a review of available research papers was undertaken. Breakthrough technologies improve the quality of teaching musical disciplines and promote the development of vocal talents. The network model proposed by the Visual Geometry Group offers real and virtual space for learning music. The functionality of the platform is aimed at the interaction of the traditional and updated learning models. According to the observations, the use of outdated teaching materials (which is characteristic of the traditional system of education) discourages students from learning vocal music. Presenting the same material in a game format, where students are required to pass tests and score a certain number of points to move to the next level, looks attractive and interesting for students (Zhu et al., 2022). Information technologies support ‘smart education’, since virtual reality transforms the traditional teaching method and fosters intellectual development. In virtual music classrooms, coordinated actions are displayed on the screen that should be performed. Virtual reality software uses a virtual camera to record gestures, sounds and melodies, with their quality monitored. Thus, this type of application facilitates tracking the level of acquired knowledge and skills (Hao & Zhang, 2022).
The constructive teaching method with the use of the UML modelling system is an optimal solution for individuals who decided to learn vocal lessons on their own using computerized systems. The latter function on the basis of voice mobile streaming media systems. The use of the FMS (Flash Media Server) technology for educational purposes contributes to the practical implementation of vocal training approaches based on the algorithm for performing tasks. Thus, FMS is capable of capturing the performer’s voice, analysing the sound by means of spectrograms and fostering improvements by means of repeated tasks (Xu & Zhai, 2022). According to Australian scientists, it is modern technologies that make online learning so appealing. The available network tools (Audiomovers, Splice Studio) ensure accurate-sounding recreations, which is of paramount importance for vocal music learners. Network audio tools develop the user’s skills and improve their knowledge (Hill, 2021). The combination of musical technologies and pedagogy may create additional vocal learning opportunities. The interactive music system MaxMSP is designed for mobile devices. It explores the features of timbre, pitch and sound duration (Duarte-García & Sigal-Sefchovich, 2019).
The ABLE music interactive platform promotes gesture-based vocal learning. Its virtual art and digital music engage vocalists in the learning process. The platform works with an automated recording system that facilitates the analysis of students’ vocal performances (Johnston et al., 2017). In Malaysian schools, music education is based on the use of augmented reality, which is a technique of information visualization. The augmented reality AR program is designed for obtaining basic theoretical skills, gaining an understanding of the basics of music and vocal delivery and learning music composition skills. This educational system is geared towards the music education of younger generations and uses digital content that facilitates the learning of traditional music without being tied to the school class (Tan & Lim, 2019). Computer music learning intends to compute the interaction between sound, melodies and images through eclectic forms of perception and interaction. The BlockyTalky computer musical instrument allows creating touch devices and synthesizers that are used as instrumental accompaniment to musical compositions. This approach helps identify the most suitable melodies for voice unlocking (Shapiro et al., 2017). Information technologies used in the process of teaching music contribute to the recognition of notes, their pitch, multisensory properties of sound, which improve the sound of musical compositions, their performance and perception (Qi et al., 2020). The use of social networks and music education opportunities offered by the internet can create multiple difficulties, which may be associated with the students’ demand for additional knowledge needed for the use of computer programs. The solution to this problem may be promotion of media literacy through the use of additional applications and technologies (Bosse et al., 2020).
Based on the reviewed literature sources, researchers tend to promote technology-based music lessons based on auditory perception.
The transformation of the music education system is a natural process resulting from the development of modern technologies. Modern technologies contribute to the holistic preparation of a future vocalist and aim to study a single element (sound range, breathing, musical hearing development, etc.). Digital technologies foster the new organization of the educational process and positively affect the development of practical, theoretical and creative skills. Modern technologies facilitate the development of students’ skills, and choosing the most appropriate teaching methods will affect students’ motivation due to expanding cognitive activity. The main purpose of this manuscript is to assess the possibilities of using modern vocal music technologies in vocal music education in China. To achieve this purpose, the researchers intend to accomplish the following objectives:
to analyse the existing technologies that are aimed at improving the system of music education;
to identify vocal training software, which contributes to the quality of vocal music education from the responders’ point of view;
to assess the opportunities created within the framework of modern vocal music technologies.
Theoretical framework
As technologies continue to advance, the vocal teaching technique and methods also undergo transformation (Southcott & Li, 2018). In vocal education, teaching is interconnected with the professionalism of the teacher, for vocals are one of the most complicated and time-consuming musical disciplines (Lo, 2017). Modern technologies make it possible to combine classical and modern approaches to performance, foster independence and help to improve vocal skills (Y. Wang, 2022). In addition, they allow singers to perform vocal exercises not only with musical accompaniment but also through the app-enabled challenges (Han, 2023). The computerization of the learning process enables personalized performance and the selection of the most effective mechanisms for vocal style development (Johnston et al., 2017). Rational teaching methods, in this case, facilitate the disclosure of musical skills.
Vocal teaching has to reflect the cultural and historical foundations that shape a unique vocal performance (Y. Yang & Welch, 2016). Reliance on historical experience helps to reflect the state of music science. Cultural-historical approaches in music education also assist in determining the students’ attitude to music and the world around them; the approaches in question are associated with the task of listening to and performing musical compositions (Nassif, 2021). Also, this approach enhances the student’s artistic experience. Cultural approaches refer to the formation of interest in music through the development of emotional intelligence (Loaiza, 2016). Students are encouraged to think, be creative, have musical preferences and express themselves. Music education exerts a positive effect if the singer’s repertoire and approaches to learning meet the needs of the individual and their emotional state (Hogenes et al., 2016), for the latter affects the conscious perception of music by the individual (Y. Yang & Welch, 2016). Personal development within the cultural-historical teaching framework should revolve around the teacher’s ability to develop educational opportunities and students’ skills as efficiently as possible.
Placing emphasis on historical foundations allows the teaching and learning process to be most effectively built as a combination of the following three elements: different musical forms, an effort towards the development of core pedagogical activities and supplementary training (Southcott & Li, 2018). The cultural-historical approach combines those components of education, upbringing and development that reflect the specific features of musical performance. One can see this interconnectedness in L. S. Vygotsky’s work, which comes in contact with the mental functions of the personality (Brockington et al., 2022). Vygotsky believed that vocal performance should have been based on thinking-oriented actions. The idea is that these parameters are involved in the building of a personality (Brockington et al., 2022). A person develops their personality through human activity, including vocal activity, and according to the cultural-historical approach, the components such as symbolism, melody and words matter in vocal development. Based on Vygotsky’s theory, the learning process should focus on improving vocal skills through collaboration with other students or a teacher – something that must be taken into consideration if the learning programme provides for the use of computer programs for vocal production (Huang et al., 2019).
The cultural-historical approach offered by S.L. Rubinstein, which can also be applied to music education, refers to how students understand what they are doing (Meng et al., 2022). The acquisition of vocal skills is associated with personality development through vocal self-expression (i.e., an act, which depends on accumulated experience). Gaining experience is important because experience is based on self-knowledge and potential awareness and is interconnected with one’s understanding of the actions performed (Meng et al., 2022). According to Z. G. Frenkel, life-based vocal learning occurs as a result of students’ adaptation to existing conditions (Wei, 2017). Frenkel emphasizes the need for experience in learning but does not focus attention on its direct application in learning activities (Wei, 2017).
The emphasis on cultural-historical approaches in education and the selection of modern technologies for vocal development allow educators to improve vocal skills in the most effective way. These skills will eventually affect the formation of students’ personalities.
Methodology
Research design
The first stage of the study involved the application of the analysis method (Du, 2022). The analysis method was chosen for this study since it allows comparing the advantages and disadvantages of modern technologies, identifying their functions. Using this approach, the researchers split up modern technologies that are important for vocal music education into four groups (Figure 1).
Classification of modern technologies that are important for vocal music education.
The second stage of the study was the administration of a questionnaire using the Likert scale. During this stage, the responders gave their opinion regarding the most effective vocal training programs among the presented ones. The questions were answered by the respondents after they had been testing all the presented applications (Nearpod, Buncee, Explain Everything, Erol Singer’s Studio, Sing Sharp, Vox Tools, Loopseque, Sodaphonic, Bear Audio Tool, Adobe Audition, Ableton Live, MAGIX Music Maker) for two months. After the testing period, the respondents were required to assign scores to each of the above music-teaching applications (software for studying theoretical framework, universal software, spectrograms/music production software, music editors) within 24 hours. Scores were allocated in accordance with the Likert scale, which is an independent evaluation tool that can be used for the evaluation of independent parameters (Du, 2022). Thus, the students assessed each application in accordance with the Likert scale. The groups of applications that scored the most points are presented in the Results section as a percentage. In addition, during the second stage of the study the researchers compared the applications under consideration using Spearman’s correlation coefficient, which, based on non-parametric analysis, served to assess the relationship between the parameters (Liu et al., 2021).
where
N is a value indicating the number of respondents;
d is a ranked attribute, which is determined depending on the serial number in accordance with the tabular values (Liu et al., 2021).
Values that approach 1 are considered interconnected. The Spearman coefficient calculation was chosen for comparison because it enables selecting an unlimited number of indicators. Therefore, it is possible to identify the effectiveness of the indicators for calculation. In addition, it is also easy to calculate: it does not require additional information about the indicators for the comparison. The calculation of the coefficient helps to determine the contrast in the obtained values, revealing the absence or presence of a linear relationship between the values.
During the third stage of the study, the researchers assessed the significance of the opportunities provided by the modern vocal music technologies for vocal training. To understand the significance of the provided opportunities, the coefficient of variation was calculated (Xue, 2021) (formula 2):
where
The coefficient of variation was chosen for calculations since it allows using numerical data to determine the significance of existing technology capabilities for providing training. The coefficient identifies the gradation of the technologies used to expand their capabilities based on the established benchmark and its deviations.
Sample
The study enrolled 128 students from Harbin Normal University who had good vocal skills. Junior students (first to third years of study) were chosen, since they were taught general music subjects (solfège, Chinese vocal performance, Western vocal performance) instead of focusing on a specific genre and type of music. The choice of respondents was random since the authors initially identified an educational institution for conducting the study. However, an essential condition for the choice of respondents was the training in the first to third study years. Thus, expanding students’ knowledge about existing technologies was possible during the study. The university for the study was chosen randomly using the Randomizer program, which selected Harbin Normal University among 50 educational institutions. According to the prior agreement with the university, the study involved 128 students. The authors decided this was reasonable since a larger number of study participants may reduce the research effectiveness due to the lack of control over all participants. Modern technologies were incorporated in the educational process without changing the curriculum followed. The eligibility criteria included the year of study and majoring in vocal performance. The students signed a consent to participate in the study and agreed to use their data for the purposes of the study.
Statistical processing
Statistical processing of the data obtained (as a result of the questionnaire administration, the application of the Likert scale, the calculation of the coefficient of variation and Spearman’s correlation coefficient) was performed using Microsoft Excel. Running this computer program, the researchers not only combined the obtained variables and made calculations but also compared the tables and graphs drawn for the visualization of information.
Ethical issues
Ethical principles were applied in accordance with the Guidelines for Research Ethics in Science and Technology (Norwegian National Committee for Research Ethics in Science and Technology, 2016). The latter stipulates that the rights of respondents should be respected, and confidentiality of the information received from them should be guaranteed.
Research limitations
The limitations of this study are associated with the fact that only vocal training software has been explored. Piano-learning applications have been excluded from the study. In the future, the authors plan to choose the most appropriate technologies to facilitate the learning process, which will affect acquiring a high level of musical skills. Despite the indicated limitations, the manuscript discusses the functionality of vocal training applications and identifies their advantages in comparison with other software. It is also planned to involve more respondents in further research.
Results
Modern technologies are increasingly being used to improve the educational process and obtain results within a short period of time. As part of the study, the authors classified interactive technologies into four groups:
software for the study of theoretical material (Nearpod, Buncee, Explain Everything);
universal software (Erol Singer’s Studio, Sing Sharp, Vox Tools);
software for spectrogram creation/music production (Loopseque, Sodaphonic, Bear Audio Tool);
audio editors (Adobe Audition, Ableton Live, MAGIX Music Maker).
The first group of applications designed for the study of theoretical material is of crucial importance for the development of vocal skills. Naturally, the principles of note formation and sound producing, hieroglyph singing, the ways of singing melodies and the choice of tonality should be studied in the first place. Nearpod, Buncee and Explain Everything help learners gain theoretical knowledge. The advantage of Nearpod is that it allows users to upload new content or use the existing one. The informational material uploaded into the program can be updated by adding new materials or links to internet resources. The application offers the option to synchronize information with students’ tablets and phones, which allows checking the quality of homework. Buncee provides educational material as presentations. Graphic images are built into the program to visualize theoretical material. Importantly, users can add new audio and video files that can be imported from other applications, such as YouTube. Explain Everything is a multimedia whiteboard that facilitates the provision of information in any format by adding voice comments.
Universal programs serve not only to obtain theoretical knowledge but also to develop practical vocal skills. Erol Singer’s Studio includes 72 lessons followed by practical exercises. This software establishes proper breathing, improves vocal tonality and extends the vocal range to falsetto, which is characteristic of Chinese vocal performance and increases vocal flexibility. Sing Sharp teaches vocal techniques in the form of a game. The versatility of the application lies in the fact that users are given a chance to not only develop their vocal skills but also to record their performances. Vox Tools is useful for learners who wish to improve their singing voice with the help of recorded sound techniques, with the results of learning immediately seen in practice. Vox Tools supports the function of singing recording. Moreover, learners may choose the type of their voice to be offered exercises that are tailored to fit their voice. This software may be used for song production.
Improvisational compositions may be created through the use applications that are intended for the production of music and spectrograms. Loopseque helps users create their own musical compositions without any special musical knowledge. Using this software, future musicians may create musical compositions for training their voice. Sodaphonic is an audio editing tool, which may be used to remove from the audio recording all unnecessary pauses, intonations and unwanted breathing sounds. With the help of Sodaphonic, the transition between pitches can be smoothed out. Bear Audio Tool combines multiple tracks to make a long recording.
Audio editors are used for the improvement of compositions or their adaptation to the student’s voice. Adobe Audition is functionally similar to Photoshop but is used for audio editing. With the help of Adobe Audition, it is possible to change musical compositions of any complexity to make them sound better and apply sound effects. This software is a sound-mixing workstation, which is important for Chinese music that combines a natural clear voice and a high-pitched voice. With MAGIX Music Maker, users can combine musical compositions using a wide array of tonalities and rhythms. Another advantage of this program is the availability of virtual musical instruments, which enable users to obtain the sound they want.
Further, the students assessed the opportunities for using vocal technologies in the educational process. The applications of interest were presented by groups using the questionnaire method and the Likert scale. The most effective vocal training software as judged from the students’ feedback is listed below (Table 1).
The most effective programs for learning vocal music (according to students).
The respondents indicated that Explain Everything was the most suitable program for the acquisition of theoretical knowledge. Explain Everything was chosen from the rest of the applications since it allows combining the existing theoretical material with the new material. Consequently, the training course can be adapted to the Chinese vocal manner, which differs from other vocal types. Chinese vocal performance is characterized by natural voices, simple sounds that reflect natural phenomena and the elements of matter. In addition, Chinese vocal music prioritizes the use of folk instruments (gaohu, ruan, paigu). Explain Everything is a multimedia board displaying a variety of information in an electronic format.
Sing Sharp (87%) was chosen as the best multipurpose application because it allows developing vocal skills in a game format. Using this software, students may dedicate their lessons to the study of one single component, such as high-pitched sounds that are typical for Chinese music. Learning is organized through the process of playing a game. Such a format keeps the students motivated for obtaining higher scores. This application enables users to record their voice, which is a useful option for the identification of strengths and weaknesses and acknowledgement of the need for additional training.
Sodaphonic is a music production software preferred by 73% of the respondents. While used in the process of teaching vocal music and creating improvisational elements, this application is capable of recording voices and removing inappropriate intonations and pauses. Sodaphonic makes music sound better and eliminates low-quality musical elements from the performance in the long-term perspective.
MAGIX Music Maker is one of the most effective music editors. Its functionality includes varying the pitch and rhythm or introducing additional musical elements that reflect the mood of musical compositions (sadness, cheerfulness). With the help of practical approaches, this software identifies the most effective improvisational elements that can be used for the production of a clearer and more pleasing sound. Among other things, MAGIX Music Maker has a collection of virtual musical instruments, which allows users to assess how their voice will sound with one or another instrumental accompaniment.
The applications were compared using Spearman’s correlation coefficient. They were found to be equivalently related to each other. No superiority of certain applications over the other ones has been observed.
The next stage of the study was based on the identification of the opportunities created by the use of modern vocal music technologies. Comparison was made using the coefficient of variation (Table 2).
Opportunities created within the framework of modern vocal music technologies.
Among the proposed advantages, time-saving (.92) was of major importance, since modern technologies minimize efforts required to study each particular element by setting the right voice parameters on the basis of the student’s tonality and voice range. Saving time also contributes to the optimal allocation of students’ resources, which affects the possibility of allocating time to other classes. In addition, this approach facilitates better perception and memorization of information, causing less stress in the learning process. Modern technologies enable revising the material covered at home (.86), since all the needed parameters have already been set in the classroom. This revising implies the repeated performance of tasks and affects learning information. The use of modern technologies in vocal training facilitates both classroom and remote education (.77). This approach provides an uninterrupted learning process due to the possibility of exchanging educational materials and ensuring accurate sound transmission. Additionally, digital technologies in the process of distance learning facilitate interaction between all participants in the educational process. Along with that, technological advances are widely used to identify performance flaws (.75) and create new musical compositions (.75) on the basis of the existing ones. The performance inaccuracies reveal themselves when the perception of sound signals differs from the reference performance of a musical composition. At the same time, the functionality of existing innovative technologies fosters the creation of new musical compositions, for example, as a result of an additional arrangement. However, this approach showed lower results in this study since it requires more thorough training of students and the development of additional skills.
Discussion
To assess the opportunities offered by modern computer technologies that can be used in the framework of musical education, an analysis of literary sources was performed. Mobile technologies increase the efficiency of the educational process by improving the traditional educational curriculum, which does not correspond to modern realities. Yousician and Voice Training: Learn to Sing were used as digital technologies. The results showed that Voice Training: Learn to Sing is more effective because it is focused specifically on the development of vocal skills. Yousician is also used for vocal training and learning to play musical instruments. The use of mobile technologies kept the students interested in the educational process, since not only interaction with the teacher but also the use of modern information technologies was involved (Y. Wang, 2022). A lack of study time leads to a failed relationship between the teacher and students, with teachers admitting that they do not have time to check homework. To solve this problem, modern information technologies should be adopted. In particular, computer technologies (SwiftScales, Sing Sharp) should be used which help visualize educational materials. The combination of visual and traditional learning (based on the use of educational materials and instrumental accompaniment) creates a qualitative symbiosis contributing to accurate, high-speed and flexible vocal training. Computer technologies facilitate not only classroom learning but also independent learning (A. Wang & Zhang, 2022). Various mobile technologies foster the development of creative skills during vocal training (Minute Vocal Warm Up, Learn Singing). They reflect the current and innovative trends in the song repertoire. Social networks, music platforms and video editors can be used as learning technologies, which are valuable tools for both vocal training and the promotion of musical compositions (Konovalova et al., 2021). The present study determined the significance of Nearpod, Buncee, Explain Everything, Erol Singer’s Studio, Sing Sharp, Vox Tools, Loopseque, Sodaphonic, Bear Audio Tool, Adobe Audition, Ableton Live and MAGIX Music Maker for vocal training. The analysis of the technologies used made it possible to choose the most appropriate ones for each training stage.
The combination of information technologies and music education resources develops vocal and musical thinking. This is due to the fact that information technologies enable the use of materials coming from different countries of the world which develop figurative thinking. Information technologies offer numerous informational texts, illustrations, video and sound materials that are helpful from the perspective of educational process rationalization. These are appreciated for the creation of a new learning environment, attraction of the students’ interest and expansion of the vocal education scope (for example, teaching the features of Asian and African singing). Computer technologies improve the educational process in accordance with the current level of economic and social development (Y. Yang, 2021). The introduction of Smart-e-Learning in music education makes the educational process more engaging. Electronic textbooks, presentations, multimedia music recording and tempo-changing programs were proposed for Smart-e-Learning. The use of these technologies has enhanced the students’ performance in the subjects ‘Musical Literature’ and ‘Pop Vocal’ (Tagiltseva et al., 2017). The development of computer technologies enabled their introduction into the educational process (in particular, in pop vocal teaching). Computer technologies train the ear to hear music and develop voice, as they are aimed at the systematic review of material and identification of the errors in performance. The Cubase program is also effective for music education, since it maintains students’ enthusiasm for vocal learning (Bahreini et al., 2017). The present study primarily focuses on the advantages of information technologies: time-saving, flexible learning, flaw identification in vocal delivery, adaptation of the program functionality to fit the student’s voice.
Information technologies introduce reforms in the education system. Using computing mechanisms, they offer analysed, modelled learning approaches that depend on the singing voice quality. Computer technologies monitor the quality of performance and show how to perform properly (W. Li, 2021). Information technologies teach music while motivating students to study musical styles and improve the quality of their voice. Information technologies expand learning opportunities and pedagogical techniques (Peng & Wang, 2022). The use of audio technologies in music training contributes to the organization of polyphonic training. This approach makes it possible to improve the quality of music perception by providing preliminary recordings of vocal singing, improving sound purity. Digital technologies provide control over polyphonic singing as a result of the preliminary separation of voices. Therefore, students can adjust timbre and sound purity by themselves (Zheng & Wang, 2022). Innovative technologies (Fitspirit) are capable of determining musical performance accuracy, which can be adjusted in the learning process. The technologies also help provide a required singing tonality to determine the aesthetic aspects of a composition. This affects listeners’ perception of a composition (Chen et al., 2020). Some researchers note that using digital technologies (SING’n) helps identify the parameters of vocalists’ vocals. In this case, teachers can select individual approaches to training. It is essential to adjust the resonance and rhythm during vocal training. These parameters further contribute to the accuracy of the chosen composition (Zhao, 2017). The present paper emphasizes the possibility of including several digital technologies in the learning process, improving the training of different parameters.
After reviewing the available literature, the researchers found out that many sources deal with the advantages of computer technologies for vocal training with no classification of the latter into certain groups. To address this gap, this manuscript tested the functionality of the following vocal training applications: Explain Everything, Sing Sharp, Sodaphonic and MAGIX Music Maker.
Conclusions
To determine the opportunities for the use of modern vocal music technologies in Chinese education, the authors initially classified the available mobile applications into four groups depending on their functions: software for the study of theoretical material; universal software; software for spectrogram creation/music production; audio editors.
The authors found that programs for the study of theoretical frameworks allow using a variety of materials, ranging from those offered by the developers to those prepared for a certain group of students. Universal applications are of importance for the development of practical skills and voice improvement. They include practical exercises, which are supported by theoretical material. Music production software and music editors are valuable tools for the development of improvisational vocal skills and production of musical compositions that fit the user’s voice. Using the questionnaire method and the Likert scale, the researchers established that Explain Everything (93%), Sing Sharp (87%), Sodaphonic (73%) and MAGIX Music Maker (82%) were the most significant applications in each of the presented four groups.
The value of modern technologies for the educational process has also been evaluated. Thus, the researchers revealed that the most significant advantages of modern vocal training technologies are the following: time-saving (.92), adaptation of the program functionality to fit the student’s voice (.88) and home revision of the covered material (.86). The practical significance of the manuscript lies in the fact that the use of modern technological tools may improve the educational process. The prospects of the research are related to the analysis of opportunities offered by the available software designed for teaching vocal performance and playing musical instruments. The potential of the research is associated with the possibility of providing independent musical learning based on the digital technologies used (Explain Everything, Sing Sharp, Sodaphonic, MAGIX Music Maker). The research results can be helpful for novice musicians and musicians who possess one of the skills (vocals, playing musical instruments).