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.

摘要

本文探讨并阐明了基于游戏的学习材料的各种设计如何有益于音乐教育。开发的游戏遵循戈登的音乐技能辨别顺序，旨在教授中C八度的听力和视觉技能。提出了两种基于游戏的学习材料，一种具有大多数游戏设计特征，另一种排除了大多数游戏机制但保留了简单的游戏化特征。共有 34 名小学生参加了实验，并被分成三组，利用游戏学习材料学习音乐。总结了使用各种基于音乐游戏的学习材料对于学习表现和学习动机的利弊。研究结果表明，教师可以采用简单版游戏作为课程辅助工具，在正式音乐课上与学生进行即时游戏互动，而完整版游戏可以提供给学习者进行课后非正式学习。此外，完整版可以激发高级学习者挑战自我的机会，而简单版则有利于新手学习者更顺利地获取目标音乐内容。