Technical exercise practice: Can piano students be motivated through gamification?

Abstract

Gamification is a process whereby game design and game mechanics are applied in non-game contexts to influence behaviour. This research study explores the effects of gamification on young piano students’ practice of technical elements such as scales, chords and arpeggios in the context of independent practice between private lessons. A control and a treatment group of ten piano students each were formed across two different private piano studios. A game-like environment was introduced for the treatment group, in which the players experienced game elements such as avatars and rewards, including points, badges and level achievements. Gamification was found to have a positive effect on the number of technical elements students mastered and a modest effect on their attitude towards practicing technical elements. The educational implications for these findings are discussed.

Gamification in Management Education: A Systematic Literature Review

“…In turn, flow has a positive influence on perceived learning (Ahmed & Sutton, 2017;Betts et al, 2013;Hamari et al, 2016), attitudes (Browne et al, 2014;Ding et al, 2017;Zamora & Aranda, 2017), and motivation (Ahmed & Sutton, 2017;Betts et al, 2013;Browne et al, 2014;Hamari et al, 2016). Finally, attitudes have a positive influence on perceived learning (Adukaite et al, 2017;Birch & Woodruff, 2017;Borras-Gene et al, 2016;Cózar-Gutiérrez & Sáez-López, 2016;de-Marcos et al, 2017;Galbis-Córdova et al, 2017;Hew et al, 2016;.…”

“…The analysis showed the existence of cause-effect relationships among various constructs, most of which were statistically significant. Table 1 Relationships among gamification's construct Authors Constructs MOT FLO ATT PLE (Ding, Kim, & Orey, 2017;Zamora & Aranda, 2017) X X X X (Browne, Anand, & Gosse, 2014) X X X (Ahmed & Sutton, 2017;Betts, Bal, & Betts, 2013;Hamari et al, 2016) X X X (Adukaite et al, 2017;Birch & Woodruff, 2017;Borras-Gene, Martinez-Nunez, & Fidalgo-Blanco, 2016;de-Marcos, Garcia-Cabot, & Garcia-Lopez, 2017;Domínguez et al, 2013;Hakulinen, Auvinen, & Korhonen, 2015;Hew, Huang, Chu, & Chiu, 2016;Kirillov, Vinichenko, Melnichuk, Melnichuk, & Vinogradova, 2016;Landers & Landers, 2014;Seixas, Gomes, & de Melo Filho, 2016;Su & Cheng, 2015) X X X ( (Alabbasi, 2017;Attali & Arieli-Attali, 2015;Buckley & Doyle, 2017;Bustillo, Rivera, Guzman, & Acosta, 2017;Cadavid & Montoya Gómez, 2015;Cakiroglu, Basibuyuk, Guler, Atabay, & Memis, 2017;Carenys et al, 2017;C.-H. Chen, Liu, & Hwang, 2016;Cheong, Filippou, & Cheong, 2014;Chubarkova, Sadchikov, Suslova, Tsaregorodtsev, & Milova, 2016;Chun, Youm, & Oh, 2015;de-Marcos et al, 2016;Dias, 2017;Evans, 2016;Fernandez-Mesa, Olmos-Penuela, & Alegre, 2016;Garcia Gaitero, Costa Roman, & Real Garcia, 2016;…”

Flipped Lessons and the Secondary-Level Performance-Based Music Classroom: A Review of Literature and Suggestions for Practice

“…Erich A. Weiger https://orcid.org/0000-0003-4064-4110 Note 1. Gamification: The inclusion of gaming concepts into nongaming lessons (Birch & Woodruff, 2017).…”

Innovación Docente y Calidad Institucional : Jornadas de Innovación Docente e Investigación Educativa UZ, Zaragoza, 5 y 6 de septiembre de 2019

“…La gamificación se ha asociado a la motivación y el cambio conductual desde su nacimiento (Kapp, 2012). Sin embargo, no existen estudios sólidos aún publicados, para mi conocimiento, que hayan encontrado un aumento de la motivación en EF, salvo alguna excepción en EM (Birch & Woodruff, 2017;Lopez & Gutierrez, 2017).…”