الگوی آموزش موسیقی مبتنی‌بر فناوری‌های سیّار: یک مرور نظام‌مند

Background: Recent developments in music education suggest that the use of mobile technologies can overcome the temporal, spatial, and structural limitations of traditional methods. The question that arises is whether a structured and organized model has been designed for integrating mobile technologies into music education. Traditional music education, while possessing many positive attributes, also has drawbacks and limitations. One significant limitation is that scheduling options may be more restricted, as students are typically confined to teachers within their geographical vicinity. Additionally, the costs associated with in-person classes are higher in many cases compared to other methods. Overall, attending physical classes is not feasible for everyone due to various constraints, including time, age, geography, and financial factors (Gherheș et al., 2021). Given the numerous challenges that traditional, face-to-face education faces in today's era, professionals in this field are continually seeking solutions to address these issues. Generally, three approaches to music education can be identified: traditional education (face-to-face and in-person), blended education (combining in-person and online learning while utilizing technology), and online education (completely technology-based). Some studies have acknowledged the positive effects of the blended approach on music learning compared to other methods (Cruywagen & Potgieter, 2020; Jenkins & Crawford, 2021).
Objectives: Given the aforementioned details, it is essential to explore a method for teaching music using technology. Therefore, this research emphasizes the non-traditional approach based on technology and mobile learning, aiming to meet the needs of a significant number of individuals interested in learning music who, for various reasons, are unable to attend blended or face-to-face classes. The subsequent discussion will address the impacts of such an approach in the field of music education. The importance of conducting a systematic review on mobile technology-based music education is paramount, especially in light of the increasing integration of mobile technologies into daily life and education. Traditional music education methods are becoming inadequate for many learners who cannot attend in-person classes due to various constraints. This study aims to address this gap by identifying and analyzing mobile technology-based music education models developed between 2010 and 2024. The focus will be on evaluating their effectiveness, benefits, and challenges, ultimately highlighting the critical role of this approach in advancing music education.
 Method: To outline the research background, the PRISMA method-based systematic review was used. The review was conducted with four main objectives: (1) identifying music education models based on mobile technologies, (2) analyzing these models, (3) identifying challenges and barriers, and (4) providing improvement suggestions. Initially, studies with a high degree of similarity were reviewed to ensure the novelty and innovative aspects of the research. Subsequently, related studies were extracted and analyzed to provide a research background. After conducting a comprehensive search across databases such as Scopus, ProQuest, ERIC, Web of Science, Magiran, NoorMags, Civilica, Irandoc, and Jihad Daneshgahi, covering the period from 2010 to 2024 for English articles, 544 articles were identified, 23 of which met the criteria for in-depth analysis. The sources also included scholarly research articles, peer-reviewed academic journals, conference proceedings, doctoral dissertations, and theses.
Result: The results indicated a variety of models in virtual music education, music education games based on mobile technologies, blended and smart learning environments, and deep learning algorithms. The findings also revealed the positive impact of integrating mobile technologies with music education on student engagement, flexibility, access to diverse resources, collaborative learning, skill development, and music comprehension. The design of educational models should include components such as the use of instructional design models, alignment of learning objectives, the use of multimedia, development of rich, interactive, and multifaceted content covering theoretical concepts, historical knowledge, technical skills, and musical works. It should also provide opportunities for feedback and interaction between teachers and students, integrate elements of gamification and game-based learning to maintain motivation, and consider individual differences. However, challenges such as infrastructural issues, limited access to technology, lack of teacher preparedness and skills, and reduced student motivation in online classes, as well as limitations of virtual education and technology integration, were noted. To improve the situation, further research, technical infrastructure development, teacher training, and financial support are necessary. The results indicate that research on mobile technology-based music education models has primarily been conducted in Asian countries, with China leading with eight studies, followed by Turkey with seven studies, and Iran with three studies. Additionally, a few studies were carried out in Western countries, including Australia (two studies), the United States (two studies), and Finland (one study). Overall, it can be concluded that East Asian countries, particularly China, have the largest share of research in the area of mobile technology-based music education models. Studies highlight the necessity of a focused approach when shifting from traditional to online music education, taking into account teaching methods, technology, and students' skills to improve learning outcomes. In Iran, significant research gaps exist, as many studies concentrate on music's impact on other fields rather than on advancing music education strategies. Notably, Mohammadian's thesis on educational software for music learning is particularly relevant to this research.
Conclusion: This systematic review shows that despite the rapid growth of mobile technologies, their application in music education requires greater richness and coherence. Studies demonstrate the design of various models in this area, but challenges such as weak infrastructure, insufficient teacher readiness, limited student engagement, and poorly designed content persist. However, there are rich opportunities for personalized learning, simulating safe environments, and providing real-time feedback through intelligent algorithms. To realize this potential, it is essential to develop learning models and train professional teachers. There is also a need for policies to improve internet access and online tools. Finally, recommendations and opportunities are discussed, focusing on teacher education and the development of localized models aligned with learning needs.