This study explores the impact of a mobile app on performance achievement, learning motivation and practice strategies among non-music major pre-service elementary teachers practising the Danso , a traditional Korean wind instrument. Seventy-five students participated over seven weeks, with 29 in the experimental group (app users) and 46 in the control group. After the intervention, participants’ performance achievement was assessed, focusing on key musical elements, while learning motivation and practice strategies were evaluated using a modified version of the Motivated Strategies for Learning Questionnaire (MSLQ). The results indicated that the app did not significantly affect performance achievement or learning motivation ( p > 0.05). However, the control group scored significantly higher in the rehearsal domain, a simple repetition-based strategy favoured by beginner learners ( t = −2.116, p = 0.038), suggesting that the app’s influence on practice strategies may vary depending on the learner’s level. This study emphasizes that the use of technology in music practice does not necessarily lead directly to improved learning outcomes, and suggests the need for more in-depth investigation into the effective design and application of digital media that takes into account factors such as age, motivation, level of expertise and the specific demands of musical activities.
Jung et al. (Sat,) studied this question.