Technology-driven initiating actions influence movement patterns in HMEAYC musical activities
Abstract This study examines the integration of technology into the Holistic Music Educational Approach for Young Children (HMEAYC) by analyzing children’s movement sequences during musical rhythm activities. Specifically, it investigates the effects of technology-enhanced music on children’s initia...
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Nature Portfolio
2025-07-01
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| Online Access: | https://doi.org/10.1038/s41598-025-09177-7 |
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| author | Liza Lee Han-Ju Ho |
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| collection | DOAJ |
| description | Abstract This study examines the integration of technology into the Holistic Music Educational Approach for Young Children (HMEAYC) by analyzing children’s movement sequences during musical rhythm activities. Specifically, it investigates the effects of technology-enhanced music on children’s initiating actions and movement patterns, comparing those with prior music experience to those without. A total of 75 children (43 boys and 32 girls), aged 3–6 years and enrolled in central Taiwan kindergartens, participated in the study. They were categorized into two clusters: Cluster 1 (n = 23) with minimal prior music exposure and Cluster 2 (n = 52) with previous musical experience. Researchers analyzed over 10 h of video recordings using a coding scheme that classified behaviors into six categories: Observation, Execution, Correct Performance, Abandonment, and Restart. Sequential behavior analysis revealed that children in Cluster 2 demonstrated significantly higher adaptability and reflective learning, showing more effective transitions, particularly from Observation to Execution and from Execution to Correct Performance. In contrast, Cluster 1 children exhibited limited behavioral flexibility, frequently repeating actions without evident improvements. Individual Performance (IP) did not manifest a statistically significant disparity among the clusters; nevertheless, a trend-level variation was detected. This indicates a plausible differentiation in children’s independent rhythmic execution, which necessitates additional inquiry. These findings suggest that technology-integrated HMEAYC enhances young learners’ engagement and adaptability. Future studies should explore targeted interventions to support children with minimal musical experience and conduct longitudinal research to assess the long-term cognitive and social impacts of technology-enhanced music education. |
| format | Article |
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| institution | DOAJ |
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| language | English |
| publishDate | 2025-07-01 |
| publisher | Nature Portfolio |
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| spelling | doaj-art-5c505f629bb44d2196f9fe423e4d35352025-08-20T03:03:32ZengNature PortfolioScientific Reports2045-23222025-07-0115111110.1038/s41598-025-09177-7Technology-driven initiating actions influence movement patterns in HMEAYC musical activitiesLiza Lee0Han-Ju Ho1Department and Graduate Institute of Early Childhood Development and Education, Chaoyang University of TechnologyDepartment and Graduate Institute of Early Childhood Development and Education, Chaoyang University of TechnologyAbstract This study examines the integration of technology into the Holistic Music Educational Approach for Young Children (HMEAYC) by analyzing children’s movement sequences during musical rhythm activities. Specifically, it investigates the effects of technology-enhanced music on children’s initiating actions and movement patterns, comparing those with prior music experience to those without. A total of 75 children (43 boys and 32 girls), aged 3–6 years and enrolled in central Taiwan kindergartens, participated in the study. They were categorized into two clusters: Cluster 1 (n = 23) with minimal prior music exposure and Cluster 2 (n = 52) with previous musical experience. Researchers analyzed over 10 h of video recordings using a coding scheme that classified behaviors into six categories: Observation, Execution, Correct Performance, Abandonment, and Restart. Sequential behavior analysis revealed that children in Cluster 2 demonstrated significantly higher adaptability and reflective learning, showing more effective transitions, particularly from Observation to Execution and from Execution to Correct Performance. In contrast, Cluster 1 children exhibited limited behavioral flexibility, frequently repeating actions without evident improvements. Individual Performance (IP) did not manifest a statistically significant disparity among the clusters; nevertheless, a trend-level variation was detected. This indicates a plausible differentiation in children’s independent rhythmic execution, which necessitates additional inquiry. These findings suggest that technology-integrated HMEAYC enhances young learners’ engagement and adaptability. Future studies should explore targeted interventions to support children with minimal musical experience and conduct longitudinal research to assess the long-term cognitive and social impacts of technology-enhanced music education.https://doi.org/10.1038/s41598-025-09177-7Holistic Music Educational Approach for Young Children (HMEAYC)PreschoolersMovement patternsMusical rhythmTechnology integration |
| spellingShingle | Liza Lee Han-Ju Ho Technology-driven initiating actions influence movement patterns in HMEAYC musical activities Scientific Reports Holistic Music Educational Approach for Young Children (HMEAYC) Preschoolers Movement patterns Musical rhythm Technology integration |
| title | Technology-driven initiating actions influence movement patterns in HMEAYC musical activities |
| title_full | Technology-driven initiating actions influence movement patterns in HMEAYC musical activities |
| title_fullStr | Technology-driven initiating actions influence movement patterns in HMEAYC musical activities |
| title_full_unstemmed | Technology-driven initiating actions influence movement patterns in HMEAYC musical activities |
| title_short | Technology-driven initiating actions influence movement patterns in HMEAYC musical activities |
| title_sort | technology driven initiating actions influence movement patterns in hmeayc musical activities |
| topic | Holistic Music Educational Approach for Young Children (HMEAYC) Preschoolers Movement patterns Musical rhythm Technology integration |
| url | https://doi.org/10.1038/s41598-025-09177-7 |
| work_keys_str_mv | AT lizalee technologydriveninitiatingactionsinfluencemovementpatternsinhmeaycmusicalactivities AT hanjuho technologydriveninitiatingactionsinfluencemovementpatternsinhmeaycmusicalactivities |