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<p>This study addresses the challenge of integrating digital tools with constructivist learning to enhance creativity in music education, a field where traditional pedagogies often fall short in meeting modern learners’ needs. The research aims to develop and validate a ubiquitous learning framework grounded in constructivist principles, focusing on fostering creativity and music arrangement skills among Thai high school students. Utilizing a quasi-experimental, mixed-methods design, the study involved 200 students, divided equally into experimental and control groups, from 10 schools across five provinces in Northeast Thailand. The framework, comprising six key components - Problem Base, Learning Resources, Cognitive Tools, Collaboration, Scaffolding, and Coaching - was iteratively developed and refined through expert validation (CVI = 0.94). Quantitative analysis revealed significant improvements in creativity dimensions, particularly in flexibility (t = 13.02, <i>p</i> &lt; 0.001) and elaboration (t = 10.76, <i>p</i> &lt; 0.001), with scaffolding and cognitive tools emerging as key predictors. This study contributes a validated framework that bridges the gap between traditional and technology-enhanced music education, offering scalable applications in diverse learning contexts.</p>

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Integrating digital tools and constructivist learning: a ubiquitous learning framework for enhancing creativity in music education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年9月26日

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  • Nattaphob Aoonlamai,
  • Parama Kwangmuang

摘要

This study addresses the challenge of integrating digital tools with constructivist learning to enhance creativity in music education, a field where traditional pedagogies often fall short in meeting modern learners’ needs. The research aims to develop and validate a ubiquitous learning framework grounded in constructivist principles, focusing on fostering creativity and music arrangement skills among Thai high school students. Utilizing a quasi-experimental, mixed-methods design, the study involved 200 students, divided equally into experimental and control groups, from 10 schools across five provinces in Northeast Thailand. The framework, comprising six key components - Problem Base, Learning Resources, Cognitive Tools, Collaboration, Scaffolding, and Coaching - was iteratively developed and refined through expert validation (CVI = 0.94). Quantitative analysis revealed significant improvements in creativity dimensions, particularly in flexibility (t = 13.02, p < 0.001) and elaboration (t = 10.76, p < 0.001), with scaffolding and cognitive tools emerging as key predictors. This study contributes a validated framework that bridges the gap between traditional and technology-enhanced music education, offering scalable applications in diverse learning contexts.