Technological adaptation, emotional engagement, and learning outcomes in aging-friendly piano education
An evaluation of the DI-Adme model in Chinese universities
Bibliographic Data
| ID | 22164452 |
|---|---|
| Authors | Junhong Wang (0000-0003-2314-1810, Rajamangala University of Technology Krungthep), Yi-Xiang Wang (0000-0001-5697-0717, Rajamangala University of Technology Krungthep, corresponding author), Tassanee Laknapichonchat (Rajamangala University of Technology Krungthep), Rong Xiong (0000-0001-9318-9014, Rajamangala University of Technology) |
| Year | 2026 |
| Volume | 11 |
| Publication date | 2026-06-19 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2026.1782429 |
| OpenAlex | W7165198770 |
| Language | EN |
| References cited | 52 |
Introduction Technology-assisted learning environments offer new opportunities to support inclusive and age-friendly education, particularly in skill-based domains such as music learning. This study evaluated a Digital-Intelligence-Driven Aging-Friendly Music Education model, known as DI-ADME, for piano instruction and examined its influence on technological adaptation, emotional engagement, and learning outcomes among older adult leamers in Chinese universities. Methods The study employed an explanatory mixed-methods design combining a quasi-experimental pre-test-post-test control group design with semi-structured interviews. A total of 118 older adult learners aged 55-70 years participated in age-friendly piano programs at five public universities in China. Participants were assigned to an experimental group receiving DI-ADME-based instruction and a control group receiving conventional face-to-face piano instruction. Quantitative data were collected using validated scales measuring technological adaptation, emotional engagement, and learning outcomes, while qualitative data were obtained from interviews with nine participants in the experimental group. Results The experimental group showed significantly higher post-test scores in technological adaptation, emotional engagement, and learning outcomes than the control group. Path analysis indicated that technological adaptation was positively associated with emotional engagement and learning outcomes, while emotional engagement was also associated with learning outcomes. Qualitative findings identified four mechanisms explaining leamers' experiences: usability scaffolds that supported digital confidence, adaptive pacing and real-time feedback that supported perceived mastery, emotional safety and enjoyment, and social connectedness that sustained engagement. Discussion The findings suggest that age-friendly adaptive design may enhance older learners' engagement and perceived learing progress in piano education. The DI-ADME model offers practical implications for designing inclusive digital music education through accessible interfaces, real-time feedback, micro-goals, and light-touch social interaction features
Music education · Piano · Qualitative property · Qualitative research · Social connectedness · Usability · Diverse Music Education Insights · Musicians’ Health and Performance · Technology Use by Older Adults
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| Citation velocity | historical |
|---|---|
| Highly cited | No |