Music-Games: A Case Study of Their Impact

Autor/inn/en	Cassidy, Gianna G.; Paisley, Anna M. J. M.
Titel	Music-Games: A Case Study of Their Impact
Quelle	In: Research Studies in Music Education, 35 (2013) 1, S.119-138 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1321-103X
DOI	10.1177/1321103X13488032
Schlagwörter	Teaching Methods; Music Education; Educational Games; Music Activities; Electronic Learning; Technology Uses in Education; Case Studies; Student Attitudes; Rock Music; Educational Technology; Males; Mixed Methods Research; Pretests Posttests; Adolescents; Usability; Questionnaires; Cognitive Ability; Motivation; Self Esteem; Affective Behavior; Arousal Patterns; Foreign Countries; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Musikerziehung; Educational game; Lernspiel; Musikalische Aktion; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Case study; Fallstudie; Case Study; Schülerverhalten; Rockmusik; Unterrichtsmedien; Male; Männliches Geschlecht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Fragebogen; Denkfähigkeit; psychologische; Motivation (psychologisch); Self-esteem; Selbstaufmerksamkeit; Affective disturbance; Active behaviour; Affektive Störung; Ausland
Abstract	Music-games present a highly pervasive new platform to create, perform, appreciate and transmit music through peer and online communities (e.g., Peppler, Downton, Lindsay, & Hay, 2011). While learners are increasingly engaged with such digital music participation outside the classroom, evidence indicates learners are increasingly disengaged with formal music education (e.g., Abril & Gault, 2008; Dillon, 2003; Lamont & Maton, 2008). The challenge for music educators is to utilize digital music participation as a tool to create new opportunities to inspire and engage learners with music in formal and informal learning contexts (see Hargreaves, Marshall, & North, 2003). The music-game synergy presents a unique, yet relatively untapped, platform to investigate the processes and outcomes of both music and video game participation in a comprehensive context. On one hand, previous research highlights the power of music education to enrich intellectual, social and personal development (e.g., Hallam, 2010), while on the other a growing body of work highlights the educational potential of digital-games to scaffold and enrich learning (e.g., Wastiau, Kearney, & Van den Berghe, 2009). This warrants investigation of the potential of game-based technology to promote engagement with music, and the wider benefits of music-game participation in the lives of learners. In this light, we present a single exploratory case study of a learner's encounter with Rock Band 3, addressing the learner's attitudes toward music-games and the music-game experience. It is asserted that music-games are a valuable vehicle to connect formal and informal music participation in the 21st century, embodying fundamental musical concepts in gameplay and authenticating formal participation to the wider musical world of the learner. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01