Game-based learning of musical instruments: a review and recommendations

Margoudi, M. and Oliveria, M. and Waddell, G. (2016) Game-based learning of musical instruments: a review and recommendations. In: Proceedings of the 10th European Conference on Games Based Learning. Academic Conferences and Publishing International Ltd, Reading, pp. 426-433. ISBN 9781911218098

Abstract

The process of learning and mastering a musical instrument is extremely complex and prone to challenges. Students engage with their teacher for a relatively limited time and subsequently undertake long periods of private study based on the guidance received. This time away from formal feedback leaves them prone to the development of bad technical and practice habits, to burnout from the solitary nature of practice, and to a lack of external motivation to improve. Furthermore, the great deal of time and effort required to master a musical instrument amplifies the effects of inefficient practice, and the highly complex nature of the material being learned can both lead to subjective and vague and the belief in the need for excessively long hours of repetitive practice to acquire technical skills. These factors can have negative consequences for the learner, ranging from frustration stemming from lack of progress, high abandonment rates, and psychological and physiological health problems. Game-based learning solutions are well-suited to address the challenges experienced by student, capitalizing on constant advances in technology such as the use of immersive or embodied controllers and interfaces that use gesture recognition as input. This paper reviews the current state-of-the-art in the use of game-based learning practices and tools (e.g. serious games) in music learning, taking the violin as a case study. It finds that, while progress is being made, relatively little has been done to leverage game-based learning to improve musicians’ experience. The paper will outline the requirements and pitfalls associated to the culture of high performance and mainstream music students and conclude with a series of recommendations for those developing-game based learning solutions.

Actions (login required)

View Item