Multimedia Integration and Cultural Heritage Innovation Pathways in Traditional Pipa Performance Teaching in the Digital Age
DOI:
https://doi.org/10.63808/mca.v2i3.318Keywords:
Pipa performance, Multimedia integration, Cultural heritage, Digital transformation, Music educationAbstract
This paper will investigate how the pipa can integrate multimedia technologies within its teaching practices for overcoming major teaching challenges such as teacher shortages, standardized teaching, and inadequate support for individual differences among students. The proposed model will include intelligent diagnostic systems using audio analysis for performance assessment and learning path recommendations, multi-media teaching aids with digitized scores and multi-angle teaching videos, as well as teaching plans based on individual students’ levels of proficiency. Design for cultural heritage content will focus on digital recreation of historical settings, multi-media interpretation for regional teaching characteristics, as well as developing aesthetic competency with links to traditional art values. Implementation assistance will include upgrading teachers’ digital literacy skills, improving evaluation systems with technical-humanistic dimensions, as well as developing institutional sharing platforms for teaching resources. This comprehensive teaching platform views multimedia technology as an enabler that complements existing pipa pedagogy while maintaining cultural authenticity, contributing a pipa-calibrated integration model, a cultural heritage innovation pathway, and implementation mechanisms that extend master-apprentice transmission through digital means.
References
[1] Acquilino, A., & Scavone, G. (2022). Current state and future directions of technologies for music instrument pedagogy. Frontiers in Psychology, 13, Article 835609. https://doi.org/10.3389/fpsyg.2022.835609
[2] dos Santos Silva, C., & Marinho, H. (2025). Self-regulated learning processes of advanced musicians: A PRISMA review. Musicae Scientiae, 29(1), 89–108. https://doi.org/10.1177/10298649241275614
[3] Guan, T., Luo, N., & Matsunobu, K. (2023). Nurturing student ethnic identity through culturally responsive music teaching in China. International Journal of Music Education, 41(4), 598–615. https://doi.org/10.1177/02557614221132550
[4] Hou, Y., Kenderdine, S., Picca, D., Egloff, M., & Adamou, A. (2022). Digitizing intangible cultural heritage embodied: State of the art. Journal on Computing and Cultural Heritage, 15(3), Article 55. https://doi.org/10.1145/3494837
[5] Mayer, R. E. (2024). The past, present, and future of the cognitive theory of multimedia learning. Educational Psychology Review, 36(1), Article 8. https://doi.org/10.1007/s10648-023-09842-1
[6] Mei, B., & Yang, S. (2021). Chinese pre-service music teachers’ perceptions of augmented reality-assisted musical instrument learning. Frontiers in Psychology, 12, Article 609028. https://doi.org/10.3389/fpsyg.2021.609028
[7] Ng, D. T. K., Ng, E. H. L., & Chu, S. K. W. (2022). Engaging students in creative music making with musical instrument application in an online flipped classroom. Education and Information Technologies, 27(1), 45–64. https://doi.org/10.1007/s10639-021-10568-2
[8] Ornoy, E., & Cohen, S. (2022). Tool for a real-time automatic assessment of vocal proficiency. Journal of Music, Technology & Education, 14(1), 69–91. https://doi.org/10.1386/jmte_00034_1
[9] Ou, J., Nogueira, J., & Qin, C. (2025). Exploring the impact of AI-assisted practice applications on music learners’ performance, self-efficacy, and self-regulated learning. Frontiers in Psychology, 16, Article 1675762. https://doi.org/10.3389/fpsyg.2025.1675762
[10] Skublewska-Paszkowska, M., Milosz, M., Powroznik, P., & Lukasik, E. (2022). 3D technologies for intangible cultural heritage preservation—Literature review for selected databases. Heritage Science, 10(1), Article 3. https://doi.org/10.1186/s40494-021-00633-x
[11] Tullberg, M., & Sæther, E. (2022). Playing with tradition in communities of Swedish folk music: Negotiations of meaning in instrumental music tuition. Frontiers in Education, 7, Article 974589. https://doi.org/10.3389/feduc.2022.974589
[12] Vladova, G., Ullrich, A., Bender, B., & Gronau, N. (2021). Students’ acceptance of technology-mediated teaching—How it was influenced during the COVID-19 pandemic in 2020: A study from Germany. Frontiers in Psychology, 12, Article 636086. https://doi.org/10.3389/fpsyg.2021.636086
[13] Wang, J. (2021). Preservation and promotion of China’s musical cultural heritage on the internet. Heritage Science, 9(1), Article 1. https://doi.org/10.1186/s40494-020-00474-0
[14] Wang, K., & Webb, M. (2024). Seeking best practice: A systematic review of literature on Chinese music teaching and learning in Western classroom contexts. International Journal of Music Education, 42(3), 442–460. https://doi.org/10.1177/02557614231175988
[15] Xue, H. (2023). A TPACK-based case study of music technology integration in liberal music education at a vocational college: Exploring student learning outcomes and engagement. International Journal of Education and Humanities, 8(3), 5–8. https://doi.org/10.54097/ijeh.v8i3.8073
[16] Yu, X., Ma, N., Zheng, L., Wang, L., & Wang, K. (2023). Developments and applications of artificial intelligence in music education. Technologies, 11(2), Article 42. https://doi.org/10.3390/technologies11020042
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Yingkun Guo, Raja Zulkarnain Raja Mohd Yusof
This work is licensed under a Creative Commons Attribution 4.0 International License.