Research on Optimising Diversified Teaching Models of Vocal Singing in Colleges and Universities Using Interactive Multimedia Technology
Data publikacji: 24 wrz 2025
Otrzymano: 27 gru 2024
Przyjęty: 16 kwi 2025
DOI: https://doi.org/10.2478/amns-2025-1004
Słowa kluczowe
© 2025 Ge Zhang, published by Sciendo.
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The development and application of modern information technology has changed the previous mechanical, didactic teaching mode, making the classroom teaching atmosphere more active, and has a driving effect on teaching reform [1-2]. At present, the application of multimedia technology in classroom teaching has long been a common phenomenon, through multimedia teaching will be abstract, complex knowledge visualization, simplification, can reduce the difficulty of students’ learning, improve students’ learning enthusiasm, but also conducive to students’ thinking training, classroom teaching and student development has a positive role [3-4]. At this stage, classroom teaching should keep pace with the development of the times both in terms of teaching philosophy and teaching methods [5].
Interactive multimedia system is developed on the basis of traditional multimedia technology, which integrates the functions of projection, whiteboard and other equipment, and injects new vitality into classroom teaching [6-7]. Interactive multimedia teaching system integrates the functions of a variety of modern teaching equipment into one, to a certain extent, it can reduce the teacher’s operating difficulty, but also can increase the expression of textbook knowledge, so that the classroom atmosphere is more active [8]. Interactive multimedia teaching system adopts modern intelligent voice technology, simple operation, rich teaching material resources, teachers of various disciplines can use the system to complete the work of lesson preparation, lectures, evaluation of teaching, etc., with strong system compatibility [9-10]. At the same time, the system also realizes the integration of a variety of teaching equipment, which can meet the different needs of hardware equipment, online teaching resource platform realizes resource sharing, provides massive educational resources for curriculum teaching, and can meet the needs of home-school interconnection, curriculum teaching and other needs in the new era [11-12]. Classroom teaching is not only for excellent students, but also for intermediate and advanced students, who have knowledge deficiencies and need teachers to make up for them through more reasonable and effective teaching methods, and interactive multimedia systems can further solve this problem because of their own advantages. Therefore, the introduction of interactive multimedia teaching in the classroom is a practical need [13].
On the one hand, traditional vocal music teaching is limited by teachers’ personal experience and level, and the breadth and depth of students’ learning may be restricted, on the other hand, traditional teaching methods are often relatively single, which is difficult to meet the diverse learning needs of students [14]. Therefore, vocal music teaching needs to find new teaching methods and approaches to meet the requirements of modern education. In today’s information age, multimedia technology, as an emerging means of teaching, is gradually penetrating into various subject areas. Vocal music teaching, as an important part of music education, is also actively exploring the integration with multimedia technology to maximize the teaching effect [15-17].
Thanks to the development of modern information technology, multimedia technology has been applied in industry and other fields. Multimedia technology has the advantages of intuition, interactivity and so on, and its application in the field of education can promote the reform of classroom teaching and improve the teaching effect. Khamparia, A et al. described the mode and effect of multimedia technology in educational practice, and carried out a study to explore how to improve the quality of information of multimedia teaching technology and the impact of the multimedia teaching mode on the learners [18]. Abdulrahaman, M. D et al. systematically searched the research literature and cases related to the practice of multimedia interactive technology tools in the field of education and pointed out that the success of multimedia interactive technology in the field of teaching and learning is due to its embedded technologies and components [19]. Kapi, A. Y et al. compared three multimedia teaching applications, all of which contributed to a certain extent to the enhancement of students’ learning effectiveness and the development of learning motivation, and explored in depth the pedagogical design and pedagogical logic of the three multimedia teaching applications with the aim of further exploring the pedagogical potential of multimedia teaching applications [20]. Tuma, F describes the prevalence of instructional technology in the field of medical education and focuses on evaluating the learning outcomes of the interactive teaching model, concluding that implementing the interactive teaching model with a certain size of student population is challenging, but stating that the interactive teaching method is still an effective teaching aid [21]. Yulianci, S et al. conducted pedagogical experiments to assess how multimedia interactive technology affects the development of students’ physical thinking skills, and based on the results and analysis of the N-Gain test, it was noted that interactive multimedia technology effectively enhances students’ creative thinking skills [22].
With the rapid development of science and technology, multimedia technology has penetrated into various fields, including the field of education. As an important branch of art education, vocal music teaching has also been greatly influenced by multimedia technology. The use of multimedia technology not only enriches the ways and means of vocal music teaching, but also improves the quality and efficiency of teaching. Beeman, S. A. used a questionnaire to investigate how vocal teachers view healthy singing and vocal oral vocal technique teaching, and the results of the study point out that vocal teachers attach great importance to students’ voice health in the process of vocal teaching and incorporate the corresponding voice protection and voice rehabilitation courses into the teaching of vocal technique, and at the same time point out that there is a certain positive correlation between vocal health and voice rehabilitation techniques [23]. Crocco, L et al. comprehensively summarized the articles and studies on the teaching framework of classical singing teaching and training, and used meta-aggregation to analyze the relevant data, based on the findings of the analysis, we learned that there is no unified basic framework of classical singing training, but there are high-quality design of the teaching methodology of classical singing and strategies for evaluating the teaching process [24]. Fu, L discusses that the current mode of vocal music education has lagged behind the times and is unable to meet the demand for vocal music talents in modern society, and proposes that we should be student-centered, follow the trend of the times, and reform and innovate the teaching of vocal music in order to improve the quality of vocal music teaching [25]. Tang, M. M deeply analyzes the advantages and applicable teaching scenarios of the new voice teaching mode based on the Internet, and uses the Internet voice teaching strategy as the basis for corresponding optimization and improvement to be introduced into vocal music teaching, which to a certain extent promotes the construction of vocal music teaching informatization and the construction of a comprehensive educational platform for vocal music network [26].
This paper designs and implements an interactive multimedia vocal singing teaching system, which significantly promotes the diversified development of vocal teaching mode in colleges and universities. In the teaching system, we add a library of vocal practice songs and original singing models, which constitute the source of material for students’ daily practice. Combining the music collection and playback and audio editing functions, we design the interactive teaching module in the teaching system to enhance the interactive experience of students in the process of vocal singing learning. Aiming at the shortcomings of the traditional voice scoring method for vocal scoring, this paper uses the vocal counting method based on the comparison of audio feature parameters. The student’s audition voice and the original singing model are analysed in terms of acoustic parameters to extract features such as breath, tone intensity and pitch, and then the scoring mechanism carries out objective scoring based on the similarity calculation results. The Matlab platform is used to simulate the vocal quality measurement method and scoring system of this paper, comparing the gap between the sound intensity, pitch and breath smoothness of the audition singers and the standard values. And select two test singers to test the results of different vocal singing bases in the scoring system, to verify the sensitivity of the scoring system in this paper. Students majoring in vocal music in a university were selected as research subjects, and the interactive multimedia vocal singing teaching system designed in this paper was applied in the observation group. Statistical analyses are used to explain the differences in the results of whether or not to use this paper’s system in terms of comprehensive teaching effect and students’ teaching ability, to demonstrate the role of this paper’s teaching system in improving students’ vocal singing ability, and to provide an effective reference for the diversification of the teaching mode of vocal singing in colleges and universities.
To realise diversified multimedia vocal singing teaching, it is crucial to establish a complete library of vocal practice tunes [27]. Considering the wide adaptability of the teaching content, the library is firstly divided into vocal parts and vocal types, and the result is shown in Fig. 1, so that the users can choose the corresponding library of vocal practice songs for practice according to their needs. The content of the library refers to professional vocal theory textbooks and practice guidance materials, and is designed to target vocal practice tutorials. For example, the American baritone tutorial mainly contains breathing exercises, humming exercises (open and closed mouth), five vowel exercises (a, e, i, o, u) and scale exercises in the voice changing area, totalling nine exercises. As another example, the female voice ethnic tutorial is based on breathing exercises and various types of humming exercises.
Structure division of singing music library
The use of digital means should give full play to its superiority and make the teaching of vocal singing intuitive. The practice is to record the audio passages sung by the students in a targeted way, and help the students to find out the good voice state by modifying and comparing the results of several times of singing, so that the students can feel how to mobilise their own singing state is correct. This paper establishes the teaching interactive module to set up the following two functions: (1) audio capture, playback. (2) Audio editing.
In the teaching of vocal singing, in order for students to sing well, the first thing they need to do is to make them aware of their own voices. Let the students know what the voice they usually sing actually looks like and whether this voice is beautiful or not. Only when students know their own voices can they find deficiencies in them and improve them. Interactive multimedia mode of raw vocal singing teaching, audio capture and playback function is very important and applicable, mainly using low-level audio functions to achieve.
In order to realise the interactive features of digital vocal singing teaching, this module adds the audio editing function, which allows students to modify the voice waveform and pitch parameters in real time, and compare the sound effect before and after the modification through the audio return, so that the students will have a more intuitive and more specific understanding of the singing state.
After the student has performed vocal exercises, the system can give an objective evaluation based on the singing results. The key to the singing instruction module is to establish the corresponding vocal measurement method and scoring mechanism. Vocal scoring is different from previous voice scoring methods. While voice scoring generally uses factor evaluation methods, this system uses a vocal measurement method based on audio feature parameter comparison [28], which analyses the acoustic parameters of the user’s auditioned voice and the original singing model, extracts the features of breath, tone intensity and pitch, and then matches and compares them, and then the scoring mechanism gives objective evaluation scores based on the degree of similarity.
One of the most important manifestations of a vocalist’s solid basic skills is the accurate mastery of breath, which will greatly enhance the vocal effect and emotional performance of the singer if he or she can have precise control of the breath when singing. The length of breath and the smoothness of breath during singing greatly affects the breathing of the singer. The system can accurately measure the consistency and stability of the singer’s breath, and the standard deviation of the measured value X is given by the function
Where
Volume intensity indicates the volume of the singer’s singing, this system firstly conducts professional processing on the collected audio data, adopts the mode of using split frames to obtain the required key feature parameters, and then obtains the audio information intensity curve graph. The volume intensity curve function equation is:
A singer who can sing an accurate tone has a precise grasp of pitch [29], which not only shows the maturity of the singer’s vocal technique, but also reflects his or her extraordinary musical hearing and musical musicality. The system determines the accuracy of the pitch mastery of the singer by comparing the spectra of the singer’s audition and the original singing model. The specific steps are as follows: firstly, extract the singing segments to be compared, then extract the key parameters of the comparison segments by inverse spectral method, and finally compare the data of the comparison segments by DTW method, so as to ensure that there is a maximum acoustic similarity between the comparison data.
The three specificities of breath, pitch and intensity mentioned above are the basis for the scoring criteria of the vocal system, which allows the singer to see the individual scores and the total score of his/her performance. The system judgement standard formula is:
Where,
The vocal quality measurement method and scoring system of this paper are simulated on Matlab 6.5. The scoring test mainly focuses on skill training exercises, which are the most commonly used vocal exercises in vocal singing training, and mainly focus on specific vowels, speech syllables and technical vocalisation. In the experimental simulation, the most common five vowels (a, e, i, o, u) were selected as the basic vocal training materials and the male voice closed-mouth humming exercises were tested and analysed.
In the sound intensity comparison, the average amplitude of the signal of each frame of the vocal training song standard and the audition piece were taken as the sound intensity parameter of this frame, so as to plot the volume intensity curve, and the results are shown in Fig. 2, in which the shaded portion indicates the gap between the auditioner’s volume intensity and the standard volume intensity. From the figure, it can be seen that the singing scoring module can accurately count the volume intensity of the auditioner in all the audition time and compare it with the standard volume intensity, so as to provide an improvement direction for the auditioner.
Volume intensity curve
In the pitch comparison, 2 pieces of music through the inverse spectral method were obtained respectively by the fundamental frequency trajectory, from the trajectory of the fundamental frequency data distribution results as shown in Figure 3, the small dots in the figure for the original data, the big dots reflect the relationship between the standard fundamental frequency and the auditioner and the fundamental frequency, the box for the mean value of the fluctuation range in 1 standard deviation, whisker line for the mean value of the fluctuation range in 1.5 standard deviations. The mean value of the standard fundamental frequency is 151.75 Hz, and the mean value of the test singer’s fundamental frequency is 147.04 Hz. The relationship between the test singer’s fundamental frequency and the standard fundamental frequency reflects that the fundamental frequency of the music sung by the test singer matches well with the standard fundamental frequency.
Base frequency distribution
In the breath metric experiment, breath smoothness was measured by calculating the standard deviation of the test sound waveform. Figure 4 shows the breath curves of the test singers. The data in the figure show that the standard deviation of the sound waveforms of the breath curves of the test singers participating in the experiment is small, and the amplitude fluctuates roughly between -300 and 300, which indicates that the breath of the test singers is relatively stable.
The audifier’s breathing curve
The DTW method was used in the calculation of similarity to find the average distance between the 2 segments with the most similar features. Fig. 5 shows the DTW comparison between the standard song and the test song, and the shaded part of the figure indicates the difference between the pitch distance and the tone intensity distance. The 2 smallest correction paths path and the corresponding DTW distances can be obtained by performing DTW transformations on the tone intensity parameter and pitch parameter, respectively. The distances of these 2 paths reflect the differences in volume and melody of the 2 song segments, respectively. The smaller the difference is, the more similar they are.
Comparison of DWT between standard music and test music
The scoring results of the male closed-mouth humming practice piece are shown in Fig. 6, in which the path length of min
Male vocal quietly humming practice song score results
For the evaluation of the practice song library, the weights of the 3 feature parameters in the machine scoring were set at 10%, 70%, and 20%, respectively. Table 1 shows the evaluation results of 2 testers who tried to sing the 5 vowels of a, o, e, i, u and the closed mouth humming exercise, breathing exercise, voice change area exercise, and open mouth humming exercise respectively. The testers were specifically selected for the test, with the 1st tester having some vocal foundation and the 2nd without any vocal foundation. As can be seen in Table 1, there is a significant difference in the scores due to the difference in the vocal foundation of the testers. The machine scoring results, as a kind of feedback information, reflect to some extent the similarity between the test singers and the standard, giving scoring results close to manual scoring, which is more in line with human subjective feelings.
Tester scores
| Tester | 1 | 2 | ||||
|---|---|---|---|---|---|---|
| Machine score | Manual scoring | Mean error | Machine score | Manual scoring | Mean error | |
| a | 75.18 | 79.27 | 1.672% | 53.67 | 43.26 | 2.617% |
| o | 85.43 | 83.64 | 61.28 | 62.73 | ||
| e | 75.17 | 82.18 | 15.76 | 13.67 | ||
| i | 83.69 | 81.97 | 12.37 | 12.94 | ||
| u | 64.28 | 81.36 | 13.29 | 11.05 | ||
| Quietly humming | 87.62 | 89.51 | 73.56 | 77.83 | ||
| Breathe | 99.84 | 96.38 | 17.82 | 16.71 | ||
| Change of voice area | 88.43 | 87.49 | 6.64 | 6.25 | ||
| Opening humming | 71.26 | 73.56 | 40.89 | 43.07 | ||
Research subjects The time period of this study was set as September 2022-June 2023, and the subjects of the study were 100 students majoring in vocal music in a university, who were divided into a control group and an observation group following the principle of randomised double-blind trial grouping. The control group consisted of 50 students, of which 26 were male and 24 were female, aged 18-20 years old, with a mean age of 19±0.23 years old. The observation group also contained 50 students of which 22 were male and 28 were female, also aged 18-20 years with a mean age of 19±0.38 years. All students agreed to this study, and the corresponding tutors of the two groups also remained basically the same in terms of qualification and teaching experience, and the general data of the two groups met the comparability (P>0.05). Research method In the control group, according to the requirements of the regular syllabus, the teaching plan was prepared, and the teachers completed the teaching tasks of the students in vocal singing in combination with teaching. Students in the observation group used the interactive multimedia vocal singing teaching system. Students were instructed to use the system to complete the initial login and change the password, and at the same time, improve the personal email and mobile phone information in the basic information in the settings, if they forget the password at a later stage, they can reset the password through the mobile phone number and email address, etc. Teachers instructed the different students to register for an account to help the students master the operation of the vocal singing system. Teachers combined with vocal singing teaching requirements, reasonable selection of courseware content, such as practice repertoire, singing skills, etc. Teachers in the teaching of flexible application of interactive multimedia vocal singing teaching system of the functional modules, combined with the content of the teaching of the relevant explanations. On the basis of theoretical teaching, the teacher will guide the students to carry out practical operations, including repertoire audition, technique practice and so on. The system selects corresponding contents for different students, and improves the students’ foundation of vocal singing through playing, watching repeatedly and practicing. Observation indicators The observation indexes of this study are comprehensive teaching effect, students’ comprehensive ability score and system satisfaction score. Among them, the comprehensive teaching effect includes students’ theoretical and practical assessment scores, which are all based on professional tests and practical operation assessments, and the scores are all in percentage. Students’ comprehensive ability score includes analysis of problems, vocal singing, learning ability, problem solving, teamwork, each item 0-10 points, the higher the score on the use of the stronger the comprehensive ability. System satisfaction score includes system function, teaching effect, system operability, interactivity, each item 0-25 points, the higher the score value the higher the corresponding system satisfaction. Statistical analysis Statistical software SPSS was used to analyse the data, and the measurement information was expressed as
Comparison of comprehensive teaching effect The results of the comparison between students in the observation group and students in the control group in terms of comprehensive teaching effect are shown in Table 2. As can be seen from the table, the theoretical and practical scores of the students in the observation group were 98.43±2.74 and 95.83±2.19, respectively, which were improved by 10.27% and 15.08%, respectively, compared with the control group. Meanwhile, the t-value of the statistical analysis was 5.426 and 5.113, and the P-value was 0.03 and 0.01, which were less than 0.05, indicating that there was a significant difference between the achievements of the students in the observation group and those of the students in the control group. It indicates that the application of interactive multimedia vocal singing teaching system can effectively improve the students’ theoretical and practical achievements in vocal singing and enhance their vocal singing ability.
Comparison of comprehensive teaching effect Students’ comprehensive ability scores Table 3 shows the results of the comparison of the comprehensive ability of students in the observation and control groups. The data in the table show that the scores of the observation group on the five dimensions of the evaluation of students’ comprehensive ability are higher than those of the control group, with the improvement of 18.29%, 13.54%, 13.81%, 19.22% and 18.25% respectively. t-values are 16.318, 4.574, 14.213, 17.628 and 21.497 respectively, and the P-values are all less than 0.05, which indicates that there are significant differences in the comprehensive ability of students in the observation group and the control group. Students and the control group students have significant differences in comprehensive ability. The results show that the application of the interactive multimedia vocal singing teaching system can not only significantly improve the students’ professional ability in vocal singing, but also effectively improve the students’ comprehensive ability in analysing problems, solving problems and teamwork.
Combined ability contrast Satisfaction rating Figure 7 shows the results of the observation group students’ satisfaction ratings for the system, in which A-D indicates the four system satisfaction evaluation indexes of system function, teaching effect, system operability, and interactivity, the box indicates the range of fluctuation of the mean value within 1 standard deviation, and the whisker line is the range of fluctuation of the mean value within 1.5 standard deviations. From the figure, it can be seen that the students in the observation group have higher satisfaction with the system after using the interactive multimedia vocal singing teaching system, and the mean values of the four dimensional evaluation indexes are 24.96, 24.63, 24.26, and 24.41, respectively. It shows that the design of the vocal singing teaching system can enhance the effect of the vocal singing teaching, and the design of the operability of the system and the interactivity of the system can also effectively cater to students’ preferences, thus attracting students to concentrate more on the vocal singing course, forming a virtuous circle and giving full play to the optimisation of the interactive multimedia vocal singing teaching system.
Satisfaction score
Group
Number
Theoretical achievement
Practical achievement
Observation group
50
98.43±2.74
95.83±2.19
Control group
50
89.26±2.98
83.27±2.48
t
/
5.426
5.113
P
/
0.03
0.01
Group
Number
Analysis problem
Vocal singing
Learning ability
Problem solving
Team collaboration
Observation group
50
9.83±0.56
9.56±0.23
9.64±0.28
9.74±0.11
9.59±0.13
Control group
50
8.31±0.79
8.42±1.28
8.47±0.39
8.17±0.23
8.11±0.27
t
/
16.318
4.574
14.213
17.682
21.497
P
/
0.01
0.00
0.00
0.01
0.00
This paper constructs an efficient vocal singing teaching system based on interactive multimedia technology, and analyses the application effect of the system objectively using statistical methods. The theoretical and practical scores of the observation group using the vocal singing teaching system in this paper are 98.43±2.74 and 95.83±2.19 respectively, which are 10.27% and 15.08% higher than those of the control group using the traditional vocal singing teaching mode. It shows that the system in this paper can enhance students’ professional ability of vocal singing through the synergistic effect of multimedia technology, interactive design, singing scoring and other means. The scores of students in the observation group are significantly higher than those of students in the control group in each evaluation index of comprehensive ability, with the improvement rates of 18.29%, 13.54%, 13.81%, 19.22% and 18.25%, respectively. In the process of using the vocal singing teaching system of this paper, the students’ comprehensive abilities such as problem analysis, problem solving, teamwork and learning ability were effectively improved. Further analyses showed that after using the interactive multimedia vocal singing teaching system, the mean satisfaction ratings of the students in the observation group were 24.96, 24.63, 24.26, 24.41 for the system’s functions, teaching effects and interactivity, respectively, which indicated that the students’ satisfaction with this paper’s vocal singing teaching system was high. The above results strongly indicate that this system can meet the learning needs of students’ vocal singing and provide guidelines for universities to build a diversified vocal singing teaching mode.