A Scoping Review on the Correlation between Piano Teaching Feedback Types and Learning Outcomes
DOI:
https://doi.org/10.63808/css.v2i3.344Keywords:
Piano teaching, Feedback types, Learning outcomes, Correlation research, Teaching strategiesAbstract
Feedback, as the core link between teaching and learning in piano instruction, directly impacts learners’ skill mastery, learning interest, self-efficacy, and emotional state—key learning outcomes. This scoping review, based on a systematic collation of relevant literature focusing on feedback and learning outcomes in piano instruction, identifies the main types of feedback in piano teaching and analyzes the correlation and influencing mechanisms between different feedback types and learning outcomes. This review identifies that: Objective Information Feedback (GOI) shows cross-situational universality in improving skill accuracy and learning efficiency in existing studies; encouraging feedback may promote long-term learning by enhancing self-efficacy and reducing learning anxiety; guidance-based feedback (Practice Suggestion Feedback (GP), Action Suggestion Feedback (GA)) helps in skill transfer and the development of good practice habits; and technology-assisted feedback (multimodal visualization, digital tool support) presents apparent advantages in optimizing technical movements and stimulating learning interest. Meanwhile, factors such as teacher experience, learners’ age and skill level, and the teaching context have moderating effects on feedback effectiveness. This review provides theoretical reference and practical insights for the scientific selection of feedback strategies and the improvement of teaching quality in piano instruction.
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