Tickling the Digital Ivories : Adults’ Experiences of Learning a Musical Instrument Using a Mobile Application

Gottler, Amelia and Lee, Kyungmee (2024) Tickling the Digital Ivories : Adults’ Experiences of Learning a Musical Instrument Using a Mobile Application. PhD thesis, Lancaster University.

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Abstract

The growing popularity of mobile applications (apps) for learning musical instruments among adult learners has sparked significant interest in their impact and effectiveness. While many studies concentrate on the use of apps by children in the classroom, this study explores the use of apps by adults in non-formal settings. This study investigates the effects of mobile learning (mLearning) apps on adult motivation and perception as they learn to play musical instruments through the lens of Self-Determination Theory (SDT) and Self-Efficacy Theory (SET). It focuses on how these theoretical frameworks can explain the interaction between technological use and perceived learning outcomes. The researcher’s personal journey of learning the piano using a mobile app was captured through autoethnography, offering a unique and distinctive perspective at the core of this study. This narrative was then expanded and contextualised by conducting semi-structured interviews with other adults engaged in similar learning endeavours using various apps and musical instruments. Their experiences were rigorously analysed and compared using reflexive thematic analysis (RTA), enriching the study with broader insights. The findings show that mobile apps have significantly democratised music education, enhancing accessibility and flexibility for learners. Motivations for using these apps are deeply rooted in personal satisfaction, self-development, social connection, and external validation. Despite these advantages, users frequently experience frustration, primarily due to the instructional and technical limitations of current app designs. This research highlights a critical need for innovation in app design and content development. By better leveraging psychological frameworks, developers can create more effective and engaging educational tools. Enhancements aimed at boosting self-efficacy and addressing the psychological needs of adult learners can foster greater engagement and more meaningful learning experiences. These advancements hold the potential to transform how adults interact with educational technology, leading to more profound and sustained learning outcomes.