The development of a game-based application for teaching and learning music theory

Abstract

Several technologies and applications have been developed to increase the music theory teaching and learning experience, however, there has been little research when addressing game-based learning in the music education field. Even though many game-based learning applications have been designed for the medical and business fields, there is a lack of research conducted on how to develop these apps for music education, and how these apps influence the teaching and learning process. This design-based, qualitative study discusses the requirements for developing a game-based learning application that is focused on beginner music theory, and investigates the participants’ perceptions of the implementation of the developed game in their learning environments. The study also explores the extent to which the developed game-based app can act as a music theory teaching and learning tool. Through the analysis of an interview with the game developer, it was revealed that the game development process was completed in six simple steps. After implementing the game into the participants’ learning environment, the focus group and questionnaire analyses revealed that even though the game needs to be adapted before it can be considered a commercially viable product, it has the ability to positively affect the teaching and learning of beginner music theory lessons. A cross-analysis between the three data collection methods in this study provided various suggestions on how the developed game could be improved, and provided context as to why some students preferred the concept of balancing game-based learning with traditional learning methods. When discussing the implementation of game-based learning into everyday learning activities, there were a few concerns, but the findings showed more excitement and eagerness amongst the participants regarding this implementation. These findings prove the study hypothesis that game-based learning could increase students’ attention, engagement and motivation to learn, as long as the implementation of these is balanced with traditional teaching and learning methods.