About Session
The use of real-time visual feedback technologies (RVFTs) in singing pedagogy has become increasingly widespread, mirroring broader shifts toward technology-enhanced learning. These tools provide immediate acoustic or physiological information about vocal production, yet systematic knowledge of their pedagogical applications remains limited. While existing studies often describe the tools themselves, little is known about how they have been embedded into real educational contexts as part of structured interventions designed to achieve concrete learning outcomes.
This scoping review aims to map the evidence on RVFTs applied in singing education with a pedagogical focus. It will explore how these technologies have been integrated into instructional practices, which strategies teachers employ, what kinds of learning outcomes are reported, and how both students and educators perceive their value in the classroom.
The review will follow established methodologies for scoping reviews (Joanna Briggs Institute (JBI) and PRISMA-ScR guidelines) and draw from major academic databases and reference repositories. Preliminary findings suggest that existing interventions are short in duration, involve small participant groups, lack detailed reporting of pedagogical practices, and reveal limited teacher training. At the same time, students express positive engagement, and recent technological developments remain underexplored. This review seeks to consolidate current knowledge, inform evidence-based teaching in contemporary singing education, and open new avenues for future pedagogical innovation.
