Gamification refers to the 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 piano students' practice of technical elements such as scales, chords, and arpeggios, within the private lesson environment. A control and a treatment group of 10 piano students each were formed across two different private piano studios. A game called Technique Tower was designed for the treatment group, in which the players experienced game elements such as rewards (points, badges, and levels), avatars, and the sharing of their progress in an online social context. Gamification was found to have a positive effect on the number of technical elements students mastered, and on their attitude toward practicing technical elements, while self-efficacy levels were not affected. The educational implications for this finding are discussed.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:OTU.1807/35576 |
| Date | 11 July 2013 |
| Creators | Birch, Heather |
| Contributors | Woodruff, Earl |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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