Learning Through Play; a Study Investigating How Effective Video Games Can Be Regarding Keyboard Education at a Beginner Level

Abstract

This paper describes the development of a set of video games designed to reduce the high drop-off rates associated with learning to play the keyboard by gamifying rote tasks that require monotonous practice. By defining our own understanding of what musicianship is and creating a custom framework for assessment through the use of existing curriculums and learning applications, we have chosen specific areas which require the most rote learning, are critical to developing motor skills and to building an understanding of music; these include learning and practicing musical scales, keeping in time with tempo and the basics of hand coordination and fingering styles. We developed solutions which offer a new way for learners to practice in an engaging and entertaining way with the aim to reduce the drop-off rates and lower the barrier for entry to learning keyboard. Developing games requires an iterative process of development, testing, isolating key issues and solving them through further development. Therefore, through a pilot study (using observations, screen recordings and semi-structured interviews as data collection methods), we have observed that whilst this novel method of learning and practicing using video games is positively accepted by learners and teachers alike, the games themselves and the process of validation requires refinement in order to truly gauge each game relating to engagement, motivation and educational benefit. This paper describes the findings of this pilot study regarding the improvements and changes of each developed game as well how to improve future user studies.

The Crypt of Notation: Rote Learning through Video Games For Adult Beginner Keyboard Learners

“…Each level exponentially increases in difficulty in relation to the size of the level, how many notations are required and the difficulty of the puzzles, mazes and enemies. We chose to spawn enemies every fifth level to help players learn the notation before applying it with some agency (as we established from previous studies [8,9] that players felt overwhelmed trying to read new notation and tackle moving objects). The hand-crafted levels feature enemies of different types and a final 'boss area' in which there is a series of waves of enemies that the player must defeat using notation and also by dodging certain attacks (again, attempting to merge typical learning game tropes with typical video game paradigms).…”

“…We originally built video games which focused on improving multiple fundamental skills (such as sightreading, rhythm, hand coordination, and audiation) that typically require rote learning (i.e. much repetition) but, through multiple studies [7,8], it was established that we needed to focus on a specific skill in order to assess its validity in regard to educational impact and engagement within a real-world scenario. Therefore, we chose the skill of reading music and built a specific Role-Playing Game (RPG) which focused on using the ability of reading music to play and progress.…”

“…This is an element of testing typically overlooked within HCI research, especially regarding musical education research. This research is based on previous multiple studies [7,8] but specifically our last pilot study, during which we ensured that our prototype game could be just as effective at improving the skill of reading music in comparison to a market standard trainer in a lab-based setting. The end results inferred that the game was just as effective, if not more so.…”