The Learning Outcomes of Figurenotes Music Activities for Children With Special Needs Based on the ARMA Models

Abstract

This study explores Learning Performance Analytics in the context of the Figurenotes Music course for young children aged 2 to 6 with special needs in Taiwan. Using the ARMA model, the researchers analyze the dynamic learning outcomes of 46 participants in two-stage courses over 32 weeks. The empirical findings reveal that children aged 2 to 3 show a positive change in learning performance, while children aged 3 to 6 exhibit a negative change, regardless of rhythm pairing intervention. When rhythm pairing is added, the learning process becomes more challenging, resulting in lower average learning outcomes than the Figurenotes Music Program group. The study’s ARMA models demonstrate persistent learning outcomes throughout the process, with a notable time trend observed among children aged 2 to 3. These models effectively interpret dependent variables, achieving a determination coefficient of up to 0.9. In summary, this research sheds light on Learning Performance Analytics and its application to evaluating learning performance in the Figurenotes Music course for children with special needs.