The Use of Technology in Music-based Interventions for Health and Education

In recent years, there has been an increase in cross-disciplinary collaboration between healthcare, music therapy, and music education, with digital music technology playing a significant role. This collaboration has created ample opportunities to enhance collaboration among these fields, particularly in the development of technology aimed at addressing specific problem areas. However, recent literature presents ambiguous evidence regarding the effectiveness of these technologies in improving outcomes in assessments commonly found within these domains, as well as their contributions to professional practice. Consequently, this dissertation aims to investigate the application of digital music technologies in diverse health-related and educational settings. It does this by addressing three broad and fundamental research questions: What types of affordances are present in technologies utilized in music therapy and educational settings? How can feedback be used across music therapy and educational settings? What practical ways can digital and music technology be used by music therapists and educators? This dissertation is based on four studies (a cross-sectional survey, a narrative review, development of a computational musical system and perceptual assessment, and a mixed-methods study), which results in four articles. Article I provides an understanding of how technology enabled the delivery of music therapy during a global pandemic. Article II finds promising evidence for symptom reduction during neglect rehabilitation through the use of Virtual Reality (VR) and Musical Neglect Training (MNT) interventions and explores intersections of VR and music therapy interventions for the purposes of neglect rehabilitation. Article III outlines the development of a musical system that uses sonification with the purposes of stimulating physical activity. A perceptual assessment of the musical system shows that the sonification accurately represent high- and low- activity subjects. Article IV tests an experimental intervention, the KAiKU Music Glove, compared to an established technology, the iPad, in a music classroom, with two groups of students being tested across academic assessments. The students also responded to user experience surveys and were qualitatively observed while using their technologies. Results show significant differences in test scores, favouring the iPad technology. Important ease of use ratings and qualitative observations are discussed. The dissertation proposes the following set of affordances which are active across the four interventions, (1) Adherence and Motivation, (2) Physical Activity, (3) Perceptual Entrainment and Motor Coordination, (4) Engagement and Concentration, as well as advantageous types of feedback for therapeutic and educational practice present within the interventions. Additionally, the dissertation outlines areas where these interventions intersect in their stimulation of bodily movement, as well as multisensory behaviour. Cumulatively, the findings of this project provide an innovative resource in accounting for how digital music technology supports professional music therapy practice, rehabilitative practice, the stimulation of physical activity, and music learning in the classroom. Keywords: music therapy, music technology, health care, well-being, education, interdisciplinarity