Abstract

Although technology-assisted accompaniment (TAA) has been addressed in flute pedagogy, existing research has predominantly emphasized students’ perceptions and preparatory processes or relied on earlier-generation technologies, resulting in limited empirical evidence on the direct effects of contemporary accompaniment applications on performance outcomes. This study investigates the impact of technology-assisted accompaniment applications on flute students’ performance levels using a mixed-methods research design. The quantitative phase employs a counterbalanced design with 10 flute students, comparing their performances with and without accompaniment. The accompaniment phase of the research implementation was conducted utilizing a digital accompaniment platform specifically designed for instrumental instruction and musical practice. Performance evaluations are based on a 13-criteria rubric assessing various musical and technical dimensions. In the qualitative phase, semi-structured interviews provide insight into students’ experiences and perceptions of technology-assisted accompaniment. Quantitative analysis demonstrated that performances with accompaniment were significantly superior to those without (d = –1.921), reflecting a substantial enhancement in both technical accuracy and musical expressiveness. The qualitative phase comprised semi‐structured interviews designed to elicit participants’ perceptions of technology-assisted accompaniment utility, functionality, and limitations. Accordingly, content analysis yielded six overarching themes: (1) contribution to performance and musicality, (2) functionality, (3) challenges, (4) technology-assisted accompaniment applications, (5) comparison with live accompanist, and (6) anxiety. Qualitative findings highlight that technology-assisted accompaniment enhances motivation and practice flexibility while also presenting challenges related to synchronization and interpretative depth. These findings underscore the pedagogical value of technology-assisted accompaniment applications in instrumental music education, particularly as a supplementary tool for independent practice and skill development in the absence of live accompaniment. Based on the findings of this study, it is recommended that technology-supported accompaniment applications be integrated into educational practices. It is expected that future studies will investigate not only the impact of these applications on performance levels, but also their effects on interpretive dimensions such as period-specific stylistic expression, vocalization, anxiety reduction, and motivation.

Keywords: Accompaniment, Flute pedagogy, Instrument education, Digital music education, Technology-assisted accompaniment

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Copyright © 2026 The Author(s). This is an open access article distributed under the Creative Commons Attribution License (CC BY), which permits unrestricted use, distribution, and reproduction in any medium or format, provided the original work is properly cited.

How to cite

Özgün, A., & Şenol Sakin, A. (2026). The impact of technology integration in flute pedagogy on student performance levels. Education and Science, 1-19. https://doi.org/10.15390/ES.2025.2731