Study on The Improvement of Musicl Performance Skills Using the Changba Appllcation Teaching Tool

This study examines whether integrating the Changba mobile karaoke application into six weeks of undergraduate vocal instruction improves singing skills, emotional expression, and stage performance relative to matched traditional studio teaching at a comprehensive university in China. Eighty second-year voice majors in two intact classes followed parallel repertoire assignments and equivalent contact hours; the experimental section replaced one weekly session with structured Changba recording, digital submission, asynchronous teacher feedback, and guided peer review, while the control section received studio-only lessons, with fidelity notes documenting weekly activities in both arms. Blinded raters evaluated baseline and post-test performances using parallel analytic rubrics across the three dimensions after independent-samples t-tests confirmed pre-test equivalence. Post-intervention gains favored the experimental cohort for singing technique and emotional expression, whereas stage performance improved more modestly, and descriptive contrasts together with reported effect sizes indicated substantively meaningful separation on the two primary dimensions within the brief six-week window. Major findings indicate that embedding a consumer karaoke platform in rubric-guided record-review-revise cycles strengthens technical and expressive learning outcomes, while live stage presence still benefits from complementary in-person rehearsal beyond reliance on mediated recordings alone.