Valoración educativa de un software para el adiestramiento y evaluación de la entonación en instrumentos musicales de cuerda frotada

Learning to play in tune a viola and a violin is a task that requires time and supervision. However, in the early stages of learning, beginner students may not have the necessary ability to allow themselves to supervise their own practice routines at home. In such a situation, computer technology can play a relevant role. The advances have allowed the development of digital tools such as Cantus Instrumental, which aims to support the learning-teaching process of intonation with musical instruments offering various types of feedback, among other characteristics. Considering that motivation is a constituent element of explicit learning, this doctoral thesis is concerned with knowing the influence that working with Cantus Instrumental has on the process of learning intonation. Simultaneously, it is interested in discovering how the process is self-regulated with the tool. Valuations made on this tool are also investigated. This is done by researching the motivational theories of Expectancy-Value, Self-Efficacy, Achievement Goals, a Self-regulation model along with ad hoc issues. For this purpose, a multiple-case study is implemented in which 4 young second-year students of viola and violin and their families participate. These students worked with the tool for four continuous weeks. Three interviews were conducted with each of the 4 students. In addition, the 4 students completed a diary for at least three days a week. Likewise, they also shared their scorecards for each of the practice sessions. The results, although they cannot be generalized due to the number of participants, suggest that from a qualitative approach the analyses seem to uphold the idea that practising with Cantus Instrumental is a good support for learning intonation with beginners of both viola and violin. However, from a quantitative approach the practice with the program seems to have no significant effect on the process of learning intonation. On the other hand, the students self-regulated their understandings, behaviours, motivations and emotions using the program and their own resources, but the number of self-regulatory characteristics and their frequency was different for each of them. Finally, in general, students and their families valued the experience, the software and its use positively.