Exploring the Effects of Using Various Designs of Game-Based Materials on Music Learning

Autor/in	Wang, Yi-Hsuan
Titel	Exploring the Effects of Using Various Designs of Game-Based Materials on Music Learning
Quelle	In: Interactive Learning Environments, 31 (2023) 5, S.2650-2664 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Yi-Hsuan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2021.1894182
Schlagwörter	Game Based Learning; Teaching Methods; Music Education; Informal Education; Teacher Attitudes; Learning Motivation; Educational Benefits; Instructional Materials; Advanced Students; Novices; Learning Processes; Elementary School Students; Learning Theories; Computer Games; Comparative Analysis + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Musikerziehung; Informelle Bildung; Nichtformale Bildung; Lehrerverhalten; Motivation for studies; Lernmotivation; Bildungsertrag; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Fortgeschrittener; Learning process; Lernprozess; Learning theory; Lerntheorie; Computer game; Computerspiel; Computerspiele
Abstract	This paper explores and sheds light on how various designs of game-based learning materials benefit music education. The developed games followed Gordon's music skill learning sequence of discrimination, and aimed to teach listening and visual skills for the middle C octave. Two genres of game-based learning materials were proposed, one with most game design features and the other which excluded most game mechanisms but retained simple gamification features. A total of 34 elementary school students participated in the experiment and were separated into three groups to learn music with the game-based learning materials. The pros and cons of using various music game-based learning materials for learning performance and learning motivation are summarized. The findings suggest that teachers could adopt the simple version game as a course assisting tool to enable immediate game interaction with students in formal music classes, and the full version game could be provided to learners for after-class informal learning. Besides, the full version could be a trigger for advanced learners to challenge themselves, whereas the simple version would be good for novice learners to acquire the targeted music content more smoothly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01