Effects of technology-enhanced active learning on the musical creativity of gifted students
Abstract
Technology-enhanced active learning increases not only gifted students’ interest in learning but also facilitates the promotion of their musical creativity. This study uncovers gifted students’ attitude toward technology-enhanced active learning and its effect on their musical creativity. This mixed-methods study used an experimental design followed by semi-structured interviews. We developed a control group (n = 19) and an experimental group (n = 21) of the randomly selected gifted students’ age of 11–13 years old from science and art centres institution at secondary schools in Turkey. We designed an intervention to deliver music curricula through technology-enhanced active learning for the experimental group and without technology-enhanced active learning for the control group. Three experts used a rubric to measure the musical creativity of gifted students. A pre-test and post-test indicated that there was an effect of technology-enhanced active learning on the musical creativity of gifted students. Semi-structured interviews with students also suggested that gifted students have positive attitude towards technology-enhanced active learning. Students have a positive attitude towards the technology-enhanced active learning approach owing to five reasons: finding education programs beneficial, self-expression, improvement in composing skills, improvement in using technology while composing, and eagerness to continue technology-enhanced active music learning.
Keyword : creativity, curriculum, gifted students, music education, secondary school, technology-enhanced active learning
How to Cite
Maba, A., & Sakar, M. H. (2025). Effects of technology-enhanced active learning on the musical creativity of gifted students. Creativity Studies, 18(1), 79–99. https://doi.org/10.3846/cs.2025.16335
This work is licensed under a Creative Commons Attribution 4.0 International License.
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Clarke, Sh., & Rowley, J. L. (2008). The musical education of academically gifted and talented students. Victorian Journal of Music Education, 2008, 31–37.
Cohen, Sh., & Williamson, G. M. (1988). Perceived stress in a probability sample of the United States. In Sh. Spacapan & S. Oskamp (Eds.), The Claremont Symposium on Applied Social Psychology. The Social Psychology of Health (pp. 31–67). SAGE Publications.
Councill, K. H., & Fiedler, L. (2017). Gifted 101: Unlocking the mystery of academically gifted education. Music Educators Journal, 103(4), 48–56. https://doi.org/10.1177/0027432117697005
Csikszentmihalyi, M. (2004). 16 implications of a systems perspective for the study of creativity. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 313–336). Cambridge University Press. https://doi.org/10.1017/CBO9780511807916.018
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Engin, A. O., Tösten, R., & Kaya, M. D. (2010). Bilgisayar Destekli Eğitim. Sosyal Bilimler Enstitüsü Dergisi, 5, 69–80.
Gardner, H. (2011). Multiple intelligences: Reflections after thirty years. National Association of Gifted Children Parent and Community Network Newsletter. Washington, DC.
Goodrich, M. T., & Tamassia, R. (2001). Algorithm design: Foundations, analysis, and internet examples. John Wiley & Sons.
Gorbunova, I. B., & Kameris, A. (2019). Music computer education concept for teachers: Raising the problem. International Journal of Recent Technology and Engineering, 8(2S4), 913–918. https://doi.org/10.35940/ijrte.B1181.0782S419
Gorbunova, I. B., & Morozov, S. A. (2020). Music computer technologies in teaching students with visual impairments in music education institutions. Journal of Critical Reviews, 7(19), 3274–3284.
Gross, M. U. M., Sleap, B., & Pretorius, M. (1999). Gifted students in secondary schools: Differentiating the curriculum. Gifted Education Research.
Guignard, J.-H., Kermarrec, S., & Tordjman, S. (2016). Relationships between intelligence and creativity in gifted and non-gifted children. Learning and Individual Differences, 52, 209–215. https://doi.org/10.1016/j.lindif.2015.07.006
Guthrie, K. H. (2019). “Nothing Is Ever Easy”: Parent perceptions of intensity in their gifted adolescent children. The Qualitative Report, 24(8), 2080–2101. https://doi.org/10.46743/2160-3715/2019.3598
Hastie, M., Chen, N.-Sh., & Smith, R. (2011). Negotiating content with learners using technology enhanced teaching and learning solutions. Knowledge Management and E-Learning: An International Journal, 3(3), 412–427. https://doi.org/10.34105/j.kmel.2011.03.029
Kahyaoğlu Erdoğmuş, Y., & Aşkım Kurt, A. (2024). Digital game-based learning: Pedagogical agent and feedback types on achievement, flow experience, and cognitive load. Information and Education Technologies, 29, 12943–12968. https://doi.org/10.1007/s10639-023-12368-2
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Kamis, M. Sh., Alias, M. N., Ishak, N. M., & Ismail, Md J. (2019). The characteristics of the cognitively gifted learners: Guidelines for Malaysian teachers in teaching language. International Journal of Education, Psychology and Counseling, 4(29), 46–52.
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Levent, F. (2011, 25–27 February). Çocuk Vakfı Yayınları. Üstün Yetenekli Çocukların Hakları. Anne Baba ve Öğretmenler İçin (Vol. 87, Part 12). M. Ruhi Şirin (Ed.). Çocuk Vakfı.
Maba, A. (2020). Computer-aided music education and musical creativity. International Journal of Human Sciences, 17(3), 822–830. https://doi.org/10.14687/jhs.v17i3.5908
Maba, A., & Sakar, M. H. (2015). Türkiye’de müziksel alanda üstün yetenekli bireylerin eğitimlerine genel bir bakiş. Ines Journal: Uluslararası Eğitim Bilimleri Dergisi, 2(2), 110–121. https://doi.org/10.16991/INESJOURNAL.12
Macrides, E., & Angeli, Ch. (2020). Music cognition and affect in the design of technology-enhanced music lessons. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.518209
Makel, M. C., & Plucker, J. A. (2007). Review of The International Handbook of Creativity. Psychology of Aesthetics, Creativity, and the Arts, 1(1), 49–51. https://doi.org/10.1037/1931-3896.1.1.49
Malkoç, T. (2004, 23–25 September). Üstün Yetenekli Çocuklar ve Müzik Eğitimi. In A. Kulaksızoğlu & A. E. Bilgili (Eds.), Çocuk Vakfı Yayınları. Üstün Yetenekli Çocuklar Bildiriler Kitabi (Vol. 64, Part 2, pp. 169–178). Çocuk Vakfı.
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Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. SAGE Publications.
Nilsson, B., & Folkestad, G. (2005). Children’s practice of computer-based composition 1. Music Education Research, 7(1), 21–37. https://doi.org/10.1080/14613800500042042
Reese, S., & Hickey, M. (1999). Internet-based music composition and music teacher education. Journal of Music Teacher Education, 9(1), 25–32. https://doi.org/10.1177/105708379900900105
Sak, U. (2014). Üstün Zekâlılar: Özellikleri Tanılanmaları Eğitimleri. Vize Yayınevi.
Schreier, M. (2014). Varianten qualitativer Inhaltsanalyse: Ein Wegweiser im Dickicht der Begrifflichkeiten. In Forum Qualitative Sozialforschung, 15(1). https://www.qualitative-research.net/index.php/fqs/article/view/2043/3636
Schroth, S. T., Helfer, J. A., & Dammers, R. (2009). Using technology to assist gifted children’s musical development. Gifted Child Today, 32(2), 54–61. https://doi.org/10.4219/gct-2009-877
Seddon, F. A., & O’Neill, S. A. (2003). Creative thinking processes in adolescent computer-based composition: An analysis of strategies adopted and the influence of instrumental music training. Music Education Research, 5(2), 125–137. https://doi.org/10.1080/1461380032000085513
Sevinç, S., & Koldemir, S. (2009). Anadolu Güzel Sanatlar Liselerinde Bilgisayar Destekli Müzik Eğitiminin Kullanılabilme Durumu. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 27(1), 287–305.
Sternberg, R. J., Jarvin, L., & Grigorenko, E. L. (2011). Explorations in giftedness. Cambridge University Press. https://doi.org/10.1017/CBO9780511778049
Swanwick, K., & Tillman, J. (1986). The sequence of musical development: A study of children’s composition. British Journal of Music Education, 3(3), 305–339. https://doi.org/10.1017/S0265051700000814
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