Cheating or Learning? - A Vygotskian Perspective on the Use of Modern Technologies by Novices - Drawn from a Study of Informal Music-Theory Learning

Oct 15, 2026

Many self-directed music learners turn to YouTube for free instruction that uses familiar contexts to discuss theory concepts. A grounded-theory analysis of highly searched music-theory videos for guitar or DAWs identified “cheating” on theory as the dominant emergent theme. Some DAW-based methods for staying in key without conceptual understanding were received similarly to videos explaining the concepts. A Vygotskian view frames DAWs as mediating tools within learners’ proximal development, while theory can be obscured. Results support DAW-based techniques that combine early composition success with scaffolding conceptual understanding.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Abstract

Introduction

Theoretical models and open online music learning

“Cheating” and the role of DAWs

Research interest and prior survey findings

Qualitative, grounded-theory methodology

Grounded-theory insights and next steps

Cheating or Learning? A Vygotskian Perspective on the Use of Modern Technologies by Novices, Drawn from a Study of Informal Music-Theory Learning Catherine Schmidt-Jones, Independent Scholar Abstract Many self-directed music learners turn to YouTube for free instruction that uses familiar contexts to discuss theory concepts. A grounded-theory analysis of videos that ranked highly in searches for music theory for guitar or digital audio workstation (DAW) revealed “cheating” on theory to be the most prominent emergent theme. In particular, videos that offered DAW-based methods for staying in key, without understanding the relevant concepts, appeared to be as popular and warmly received as videos that explained the concepts. A Vygotskian perspective suggests that the DAWs are being used as mediating tools that allow novices to work in their zones of proximal development while undertaking desirable sociocultural activities such as music composition. However, while some of the tools may help users eventually grasp and internalize the concepts, others hide theory concepts from view. Formal theory instruction may benefit from adopting DAW-based techniques that provide learners with access to early success in composition while also scaffolding conceptual understanding. Keywords: music theory education, self-motivated music learning, self-directed online learning, digital audio workstation, YouTube, Vygotsky Introduction Theoretical models offer simplified, orderly structures that can be useful for making sense of complex real-world phenomena such as music or learning. Multiple theories may be relevant to a single instance of a phenomenon. Strong, relevant theories can enrich understanding through comparison with other instances, highlighting patterns of similarities and differences. They can also be powerful in combination, with each model applied to the relevant aspect ofthe phenomenon. This essay features two theoretical models that helped make sense of a surprising phenomenon that emerged in a recent study of open online music learning. While looking at the data in a recent study of YouTube music theory videos, I was surprised by the extent of interest in using digital audio workstations (DAWS) to "cheat," meaning to avoid learning music theory. To my knowledge, no other musical instrument has been widely framed by instructors and learners as a useful tool for "cheating." DAWs are a recent invention. Their impact on music creation and education is still evolving, but some researchers see in them a potential for positive effects, such as using engagement with technology to support student self-learning (Cipta, 2020) or remove barriers between music classrooms and wider music-making communities (Clauhs, 2020). Although the idea of using DAWs to cheat was not originally a focus of my study, the large amount of data regarding it provided an opportunity to explore a phenomenon that might have a negative effect on music education. The two models that were useful in this exploration were Western music theory, which encompasses the knowledge that the YouTubers were trying to avoid learning, and Vygotsky's approach to understanding the relationship between tools and learning. The focus on Western music theory stems from my long-standing research interest in the ways that open online resources are used by novice music-theory learners. The end goals of this research are pragmatic: the development of open online resources that support such learners as much as possible. An earlier survey study suggested that a large proportion of those who are already using such resources are instrumentalists with little formal music education, seeking specific information to solve a musical problem they are currently experiencing (Schmidt-Jones, 2012). Following up on the survey, I acted asan online guide for instrumentalists who were finding it difficult to pursue their self-motivated theory learning without help. The results highlighted a

FAQs

What emergent theme did the analysis of YouTube music-theory videos identify?

The analysis identified “cheating” on theory as the most prominent emergent theme among highly searched videos.

How does the Vygotskian perspective interpret the use of DAWs by novice learners?

It treats DAWs as mediating tools that let novices work within their zones of proximal development while engaging in sociocultural activities like music composition.

Why does the study argue that some DAW-based approaches may hinder conceptual learning?

Some tools provide early success but hide theory concepts from view, reducing learners’ access to the underlying concepts.

Oct 15, 2026

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