Facilitating Self-Regulation of Instrumental Practice With Digital Technology - A Framework, a Synthesis of Literature and a Call for Research

Oct 15, 2026

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Instrumental practice is essential to musical development, yet many children struggle to use effective self-regulated learning strategies when problems arise during practice. This semi-systematic literature review examines research on how digital technologies can scaffold self-regulation in music classrooms and support independent musicianship. The review applies Self-Regulated Learning Theory to explain children’s development of self-regulation, synthesizes existing studies, and finds research on technology-facilitated instrumental practice remains limited. Further research is needed to clarify technology’s role in building independent learners.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Abstract

Key words

Introduction

Instrumental practice development and challenges

Self-regulation theory and learning processes

Digital technology in music education and instrumental learning

Facilitating self-regulation of instrumental practice with digital a u s t r a l i a n a s o c i e t y s f o r m u s i c m e d u c a t i o n e i n c o r p o r a t e d technology: A framework, a synthesis of literature and a call for research Lydia Wan, Monash University Renée Crawford, Monash University Louise Jenkins, Monash University Abstract Instrumental practice is vital to musical development. Between lessons musicians need to employ considerable self-regulated learning strategies to solve learning problems and to manage their practice. Many children lack these self-regulatory skills for effective and independent practice. Digital technology advancements are offering teachers new ways to support music learning and to scaffold self-regulation in classroom settings. This semi-systematic literature review explores scholarly research in these areas to understand the implications for instrumental practice. Firstly, through examining the process and learning factors of instrumental practice, this paper identifies Self-Regulated Learning Theory as an appropriate framework to explore children’s development of self-regulation. Secondly, a synthesis of literature reveals the limited extent of research on the use of technology in facilitating this learning context. This paper highlights the fundamental need for further research into the role of technology in supporting students to become more independent learners and effective musicians. Key words: Digital technology music tools, instrumental music practice, self-regulated learning Introduction Instrumental learning in Western culture is traditionally offered via studio teaching utilising a master-apprentice model (Burwell, 2013; Davidson & Jordan, 2007). Between individual or small-group lessons, students are encouraged to develop their musical skills by practising their instruments. This is fundamental to musical instrument expertise development (Hallam et al., 2012; McPherson et al., 2015). As a solitary endeavour, practice requires time, commitment, effort and perseverance over a prolonged period (Ericsson et al., 1993; Lehmann & Jørgensen, 2012). Younger beginners often encounter difficulties and need to overcome many obstacles to learn effectively (McPherson & Zimmerman, 2011). Practice may not be enjoyable and becomes particularly challenging when lacking in effective strategies (Hallam et al., 2012; Pitts et al., 2000). Slow progress, poor musical engagement, distractions and negative parental feedback can lead children to cease instrumental learning (McPherson et al., 2015). Students, particularly younger children, require concrete strategies and appropriate support during practice to enable effective learning and to sustain instrumental learning engagement. There is no overarching framework to explain the development of instrumental practice skills and knowledge, and musicians’ practice approach can vary depending on age and expertise. Advanced adult musicians tend to utilise extensive mental strategies such as problem-identification, goalsetting, selection of appropriate strategies and self-monitoring of progress (Hallam, 1997a; Hatfield Australian Journal of Music Education 83 et al., 2017). In contrast, a majority of children in the beginner years lack skills to learn effectively and independently. They are unaware of making errors, are unable to identify and focus on difficult sections, and consistently play musical repertoire from beginning to end without using strategies for improvement (Hallam, 1997a; McPherson & Renwick, 2001). Children who apply more sophisticated learning strategies are more likely to achieve higher musical expertise (Bartolome, 2009; McPherson, 2005). Correspondingly, many studies in instrumental learning investigate how children can cultivate their practice to independently incorporate more advanced strategies. Between lessons musicians need to employ considerable self-regulatory strategies to so

FAQs

Why is self-regulation important for instrumental practice between lessons?

Between lessons, musicians need self-regulatory strategies to solve learning problems and manage practice. These skills support effective and independent learning during prolonged practice periods.

What framework does the paper use to examine children’s self-regulatory development?

The paper identifies Self-Regulated Learning Theory as an appropriate framework for exploring how children develop self-regulation in the instrumental practice context.

What does the review conclude about research on digital technology for this learning context?

The synthesis finds the extent of research on using technology to facilitate this learning context is limited, indicating a need for further study into how technology supports students becoming more independent learners and effective musicians.

Oct 15, 2026

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