Gamified Learning Intervention to Promote Music Literacy and Creativity in Elementary Music Education

D. Robert, Nurfazila Bt. Jamri, Sandra Hazel Ling, Ainur Athirah Bt. Amin, Fatin Afiqah Bt. Yazid
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Abstract

Music education often emphasises the acquisition of practical components, with students assessed on their ability to handle and operate musical instruments. The theoretical aspects of music education, particularly music theory, have been relegated to a secondary role. However, recent research has shown that music creativity, including composition, improvisation, performance of composed music, and ideation, is a core element in music studies. Teaching music theory is becoming less popular among music teachers, and consequently, the stigma associated with learning music theory limits students' ability to explore music independently. This study proposes a gamified learning intervention through Music Rhythm Tour Board Game to promote music literacy and creativity in elementary music education. Observations on players’ behaviour were conducted to test the efficacy of the board game in promoting music composition. The gameplay analysis showed how the intervention successfully reduced the stigma associated with constructing rhythmic phrases, facilitating a smoother transition to music composition and rhythmic sight reading (kinetic responses of players). The findings showed that Music Rhythm Board Game effectively reflects the potential of capitalising on collaborative structures of cooperative board games. It provides a promising avenue for improving music education by encouraging students to develop their creativity and musical skills through gamified learning.
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游戏化学习干预在小学音乐教育中促进音乐素养与创造力
音乐教育往往强调对实践部分的学习,以学生处理和操作乐器的能力来评估他们。音乐教育的理论方面,特别是音乐理论,已经退居次要地位。然而,最近的研究表明,音乐创造力,包括作曲、即兴创作、作曲音乐的表演和创意,是音乐研究的核心要素。音乐理论教学在音乐教师中越来越不受欢迎,因此,与学习音乐理论相关的耻辱限制了学生独立探索音乐的能力。本研究提出透过音乐节奏游桌游的游戏化学习干预,提升小学音乐教育的音乐素养与创造力。通过观察玩家的行为来测试棋盘游戏在促进音乐创作方面的功效。游戏玩法分析显示了干预如何成功地减少了与构造有节奏的短语相关的耻辱,促进了更顺畅地过渡到音乐创作和有节奏的视读(玩家的动态反应)。研究结果表明,《音乐节奏桌游》有效地反映了利用合作桌游的协作结构的潜力。通过游戏化学习,鼓励学生发展创造力和音乐技能,为改善音乐教育提供了一条有希望的途径。
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