The Effect of the QR Code Game on Motivation in Suzuki Violin Lessons

Abstract

The aim of this study is to investigate the effect of QR code game in Suzuki violin lessons on student motivation. The design of the research is a qualitative case study. Suzuki violin first level pieces were examined with cognitive task analysis method and important technical tasks were revealed. The QR code game consists of two parts: White cards designed to predict pieces from technical tips. Yellowfun cards are designed to increase the repetition of the tracks and to provide greater motivation.These technical tasks and fun activities were loaded in the QR codes. The QR code game was applied to Suzuki students who took courses together for 15 weeks. The data were collected through student attitude form, student interviews, field observations and expert interviews. Data analysis was done by qualitative content analysis. The results of the analysis were gathered under three titles as spontaneity, willingness and desire for development. At the end of the application, students demanded to play the QR Code game without teacher inducement, preferred the game to other activities they liked, and volunteered to generate ideas for the development of the game. As a result, it was observed that the QR code game increased student motivation.

Teachers’ Views on Providing Motivation Based on ARCS Model in Online Musical Instrument Education

“…When the studies conducted in the relevant literature are reviewed, it is seen that Çağla (2021) has research in which online piano education is examined in terms of student and teacher motivation, but this study is limited to piano education. In addition, it was observed that the research on online music/instrument training (Töral &Albuz, 2021;Çanakçı & Çoban, 2021;Afacan, 2022;Sakarya & Zahal, 2020;Kocamangil et al, 2021;Ertem & Akbulut, 2022;Sever, 2021;Kesendere et al, 2020;Aksoy & Nayir, 2020) were not subject to direct motivation, the studies on motivation in online education (Uçar, 2016;Bayındır, 2021;Bayraktar, 2015) were not directly related to music education and instrument training, and the studies on motivation in music education and instrument training (Özmenteş, 2013;Sungurtekin, 2010;Sever, 2020;Brody, 2020) did not provide information about online education. For this reason, it is aimed to conduct this research to eliminate the deficiency in the relevant literature.…”