An Exploration of Digital Gamification on Middle School Band Students’ Practice Habits

An Exploration of Digital Gamification on Middle School Band Students’ Practice Habits

An Exploration of Digital Gamification on Middle School Band Students’ Practice Habits

John Marvin Peasant Jr.

Abstract

"The purpose of this study was to explore the potential of using digital gamification to

motivate and develop middle school band students’ understanding of musical practice. Specific research questions included: (1) Does digital gamification affect band students’ motivation to practice?; (2) Can digital gamification be used to teach students how to practice effectively?; and (3) What are the students’ and teacher’s attitudes and perceptions of the digital gamification process? During a five-week, mixed-methods case study, middle school band students (n = 16) engaged in a music practice unit developed in the Classcraft (2013) educational online platform while simultaneously participating in their regular band class activities. The researcherdeveloped Music Practice and Digital Gamification Questionnaire (MPDGQ) was administered prior to beginning the unit and then again at its conclusion. Qualitative data–the researcher’s journal, two student focus groups, and an interview with the band director–were also collected and analyzed. Statistically, there were no overall significant changes found over the course of the study in the participants’ motivation to practice, knowledge of practice strategies, or attitudes and perceptions regarding the digital gamification process. However, certain MPDGQ items that were highly rated were of interest, and qualitative data suggested that the activities of the study may have impacted some students. For instance, the most highly rated motivational finding concerned the item “I enjoy when I improve some of my weak points” (M = 4.27, SD =.80). This rating seemed to align with both focus group participants’ beliefs that the Classcraft activities and goal-based practice chart process increased their desire to engage in practice and improve their musical skills. In addition, a significant increase was found between the pre- and post-test means of “I would feel bad if I was not taking time to practice.” The participants in both focus groups stated that they felt a sense of responsibility to practice prior to performances. A significant increase was also found between the pre- and post-test ratings of the item “I believe I can learn something useful from a video game.” Additional findings are described. Implications for music pedagogy and future research are discussed."

Reference

Peasant Jr, J. M. (2020). An Exploration of Digital Gamification on Middle School Band Students’ Practice Habits (Doctoral dissertation, University of Florida). https://search.proquest.com/docview/2458977079/previewPDF/DE42249EDB2B4375PQ/1?accountid=12768

Keywords

gamification, middle school, band, music education