In this study, we explored the ways in which listening tools within technology-mediated environments can facilitate children’s self-regulation of instrumental music learning between lessons. This interpretive multiple case study utilized a software application assigned for 22 weeks to a piano teacher and four students (ages 8–10). Data sources include student and teacher semistructured interviews and practice session observations. Self-regulated learning theory informed the recommended learning approach with technology and provided a lens for within- and cross-case thematic analysis. Study findings suggest that digital tools that provide accessible and customizable listening experiences can be used strategically to promote independent listening opportunities between lessons, in turn facilitating processes of aural familiarity and problem-solving. However, students’ self-regulatory development was also dependent on learning preferences and sustained teacher facilitation. The recommendations in this study can inform instrumental teachers about pedagogical approaches with technology, and the implications can contribute to the design of digital environments to support children’s instrumental learning.

在这项研究中，我们探讨了在以技术为媒介的环境中聆听工具如何促进儿童在课间进行器乐学习的自我调节。这个解释性的多个案例研究使用了一个分配给钢琴老师和四名学生（8-10 岁）的软件应用程序，为期 22 周。数据源包括学生和教师的半结构化访谈和练习观察。自我调节学习理论通过技术为推荐的学习方法提供了信息，并为案例内和跨案例主题分析提供了视角。研究结果表明，提供可访问和可定制的聆听体验的数字工具可以战略性地用于促进课间独立聆听的机会，进而促进听觉熟悉和解决问题的过程。然而，学生的自我调节发展也取决于学习偏好和持续的教师引导。本研究中的建议可以为器乐教师提供有关技术教学方法的信息，其影响有助于设计数字环境以支持儿童的器乐学习。