Abstract:

Musical training has been suggested to improve cognitive abilities in children such as academic performance, but why this occurs remains unclear. The current study addressed whether such cognitive benefits may be observed by utilising a digital platform that facilitates musical training. We used a tablet-based rhythm training program where 8-9 year old children were randomized to receive either 6 weeks of digital rhythm training or normal classroom instruction (control group). Pre/post-training outcome measures included reading and math fluency as well as assessment of rhythmic timing abilities.

Demo - Digital Rhythm Training: Musical rhythm training was conducted using a novel, custom-designed video game. It incorporates closed-loop adaptive algorithms which aim to consistently challenge the participant. Participants were able to play on an iPad tablet in the classroom. The task required tapping the tablet screen to the musical ‘beat’, also visually cued by moving colored orbs. The game also featured personalized adaptivity so that rhythms would become increasingly difficult or easier depending on performance and provided instant feedback. Difficulty of rhythms adapted along three dimensions: temporal complexity, spatial complexity, and memory load.

Results showed improved rhythmic timing ability for the experimental group, as well as a significant increase in reading fluency. No improvement in math performance was observed. We argue that these findings provide novel evidence that such targeted digital rhythm training can lead to greater rhythmic timing ability. It can also be utilized as an easily accessible training tool for facilitating improvements in reading fluency in child populations.

Keywords:

Digital rhythm training, reading fluency, rhythmic timing, children.