Liu Yihan

Digital technologies are increasingly integrated into primary education, yet evidence remains limited regarding how digital game-based learning (DGBL) affects the relationships among musical knowledge acquisition, aural skills development, and classroom motivation. To address this limitation, this study examined the effects of DGBL in a music education context using a Cluster‑Randomized Controlled Trial. Participants were 277 third-grade students who took part in an eight-week intervention. Outcomes were estimated using Rasch‑scaled measures, and motivation measures were validated through Cronbach’s α and confirmatory factor analysis. Linear mixed models showed significant gains in musical knowledge and all six motivational factors in the intervention group, whereas a marginally significant effect was observed for aural skills, suggesting that the intervention dosage may have been insufficient. Aural skills significantly moderated the effect of DGBL on musical knowledge. We observed a possible “autonomy paradox”: aural skill gains were negatively related to empowerment, raising the possibility that scaffolded autonomy may be especially important in teacher-centered contexts such as China. The results underscore the importance of designing DGBL experiences that accommodate differential learning outcomes and suggest that DGBL implementation must be carefully adapted to local pedagogical contexts.

As artificial intelligence (AI) is increasingly integrated into social-emotional learning (SEL) initiatives, the need for evidence-based policy has become paramount. We systematically reviewed 65 peer-reviewed papers that examine the intersection of AI and SEL to investigate how these studies articulate policy implications. Our analysis revealed a substantial “policy deficit” in the current AI × SEL literature: nearly three-quarters of the studies did not mention policy implications at all. Using the “WH-question” framework (Who, What, Why, When/Where, and How), we map the policy implications narratives present in the literature and show that they often lack the specificity and actor-oriented guidance required for effective evidence-informed policymaking. We find a significant association between publication venue and policy engagement, suggesting that current academic incentive structures may prioritize technical innovation and pedagogical feasibility over explicit engagement with governance and regulation. This study identifies a “techno-solutionist” trap, where technical potential is foregrounded while the institutional conditions for responsible implementation remain under-specified. We conclude by proposing a shift from “implication-as-afterthought” to “implication-as-methodology” and offer a set of actionable guidelines for researchers, editors, reviewers, and policymakers to bridge the gap between AI innovation and educational governance. Rather than presenting policy as a generic ethical horizon, we argue that AI-SEL studies should systematically specify Who should act, What actions are recommended, Why these actions are needed, When and Where they apply, and How strongly they are framed, thereby strengthening the translation of AI × SEL innovation into educational policy and practice.

Digital tools, referring to a wide range of hardware and software, are increasingly integrated into music education due to advancements in technology and growing accessibility. This trend is evident in an increasing number of teachers utilizing digital tools in their classrooms and a growing body of studies examining how these tools can support children's learning. In elementary school-related studies, the primary objective of using digital tools is to increase student engagement, which in turn can support the development of musical skills and learning motivation. This systematic review evaluates the current state and effectiveness of interventions in this field. A total of 2,382 records were identified, with 15 studies meeting the inclusion criteria (e.g., studies from peer-reviewed journals, including at least one digital tool, and focusing on elementary students). These studies examined outcomes such as musical performance, music theory skills, creativity, and proficiency in digital tool use. Most studies reported positive effects of using digital tools on musical skills. In several studies, the interventions not only improved measured musical skills but also had significant impacts on motivation and engagement. To assess the trustworthiness of these interventions, the review conducted a comprehensive critical appraisal of their methodological designs. The findings revealed that all studies exhibited certain limitations in their study designs, which undermined the strength of the available evidence. This review highlights the variety of interventions, measurement approaches, and outcomes in this field, acknowledging the challenges of this diversity in drawing overall conclusions. It highlights the necessity of rigorously designed interventions in future studies and provides valuable insights into the effective and broader application of digital tools in elementary music education.