Gamification in teaching music : case study

Gomes, Cristina; Figueiredo, Mauro; Bidarra, José

http://hdl.handle.net/10400.2/3478

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Authors

Gomes, Cristina

Figueiredo, Mauro

Bidarra, José

Abstract(s)

The study presented here aims to assess the quality of learning that occurred by the introduction of an educational application in the teaching/learning process of music education – 2nd cycle of basic education. The investigation focused on the use of a set of multimedia materials designed to provide support for instrumental practice (recorder and guitar) and backing vocals, according to the technique of the sing along. The students had access to the materials in two ways: in the first case, they were presented as an activity supervised by teacher in classroom context; in the second, students could gain access to the multimedia materials so proactive, through the Moodle platform. In this case, students were invited to participate in a game, conceived as a step-by-step journey, in which they were required to answer random questions to unlock the desired multimedia materials. The study reported in this paper adopted a methodology based on the comparative analysis of data from three groups, one in which they use the media materials under the supervision of Professor; in another were presented as a game hosted in the Moodle platform and yet another, with the function of control group, where students were taught the same programmatic content, however without recourse to a game or multimedia materials. The findings seem to point to an increase in the level of internal motivation in groups in which students used the multimedia materials, the group involved in the game seemed to develop parallel skills in other adjacent areas.

Keywords

Education Ludic Gamification

URI

http://hdl.handle.net/10400.2/3478

Citation

Gomes, Cristina; Figueiredo, Mauro; Bidarra, José - Gamification in teaching music : case study. In EduRe 14, Valência, 2014 - "EduRe 14 [Em linha] : proceedings". Valência : Universidade Politécnica de Valência, 2014. p. 1-19