827
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Educational affordances of music video games and gaming mobile apps

ORCID Icon
Pages 331-345 | Received 24 Sep 2021, Accepted 11 Sep 2023, Published online: 26 Feb 2024

References

  • Annansingh, F. (2019). Mind the Gap: Cognitive active learning in virtual learning environment perception of instructors and students. Education and Information Technologies, 24(6), 3669–3688. https://doi.org/10.1007/s10639-019-09949-5
  • Austin, M. (2016). Introduction – Taking note of Music Games. In M. Austin (Ed.), Music video games: Performance, politics, and play (pp. 1–22). Bloomsburg.
  • Bell, A. D. (2015). Can we afford these affordances: GarageBand and the double-edged sword of the digital audio workstation. Action, Theory, and Criticism for Music Education, 14(1), 44–65. http://act.maydaygroup.org/articles/Bell14_1.pdf
  • Berelson, B. (1952). Content analysis in communication research. Free Press.
  • Bolding, J. (2019). Steam now has 30,000 games. PC Gamer. https://www.pcgamer.com/steam-now-has-30000-games/
  • Bonk, C. J., & Graham, C. R. (Eds.). (2006). The handbook of blended learning: Global perspectives, local designs. Wiley.
  • Boyatzis, R. (1998). Transforming qualitative information: Thematic analysis and code development. Sage.
  • Camlin, D. A., & Lisboa, T. (2021). The digital ‘turn’ in music education (editorial). Music Education Research, 23(2), 129–138. https://doi.org/10.1080/14613808.2021.1908792
  • Chaika, O. (2020). Gamification of education: Formal and informal space. Norwegian Journal of Development of the International Service, 44(3), 55–57.
  • Cheng, L. (2013). A model of sustainable ecosystem for software development, software business and music education [ PhD diss.]. The Education University of Hong Kong.
  • Cheng, L. (2019). Musical competency development in a laptop ensemble. Research Studies in Music Education, 41(1), 117–131. https://doi.org/10.1177/1321103X18773804
  • Cheng, L., & Leong, S. (2017). Educational affordances and learning design in music software development. Technology, Pedagogy & Education, 26(4), 395–407. https://doi.org/10.1080/1475939X.2016.1267037
  • Cheng, L., & Leung, B. W. (2020). Motivational effects of immersive media on adolescents’ engagement in cantonese opera. In W. W. Ma, K. Tong, & W. B. A. Tso (Eds.), Learning environment and design: Current and future impacts (pp. 213–226). Springer. https://doi.org/10.1007/978-981-15-8167-0_13
  • Choi, J., N, G. Y., & Park, D. J. (2014). Smoking cessation apps for smartphones: Content analysis with the self-determination theory. Journal of Medical Internet Research, 16(2), e44. https://doi.org/10.2196/jmir.3061
  • Collins, K. (2013). Playing with sound: A theory of interacting with sound and music in video games. MIT Press. https://doi.org/10.7551/mitpress/9442.001.0001
  • Countryman, J., & Rose, L. S. (2017). Wellbeing in the secondary school music classroom: Ideas from Hero’s journeys and online gaming. Philosophy of Music Education Review, 25(2), 128–149. https://doi.org/10.2979/philmusieducrevi.25.2.03
  • Crowther, R. D., & Durkin, K. (1982). Sex‐ and age-related differences in the musical behaviour, interests and attitudes towards music of 232 secondary school students. Educational Studies, 8(2), 131–139. https://doi.org/10.1080/0305569820080206
  • Darrow, A. (2012). Musical gaming: Crossing the cultural divide between deaf and hearing. In Proceedings of the 19th International Seminar of the ISME Commission on Music in Special Education, Music Therapy, and Music Medicine (pp. 248–256).
  • Deci, E. L., & Ryan, R. M. (1985). Self-determination and intrinsic motivation in human behavior. Plenum.
  • Denis, G., & Jouvelot, P. (2004). Building the case for video games in music education. In Proceedings of 2nd International Computer Game and Technology Workshop (pp. 156–161).
  • Deterding, S., Khaled, R., Nacke, L. E., & Dixon, D. (2011). Gamification: Toward a definition. In Proceedings of the 2011 Annual Conference Extended Abstracts on Human Factors in Computing Systems (pp. 2429–2433).
  • Dillon, S. (2007). Music, meaning and transformation: Meaningful music making for life. Cambridge Scholars Publishing.
  • Dillon, S. C., & Brown, A. R. (2010). The educational affordances of generative media in arts education. In Proceedings of 4th International Technology, Education and Development Conference (pp. 5311–5320).
  • Domínguez, A., Saenz de Navarrete, J., de Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380–392. https://doi.org/10.1016/j.compedu.2012.12.020
  • Dondlinger, M. J., & McLeod, J. K. (2015). Solving real world problems with alternate reality gaming: Student experiences in the global village playground capstone course design. Interdisciplinary Journal of Problem-Based Learning, 9(2). https://doi.org/10.7771/1541-5015.1488
  • Downe-Wamboldt, B. (1992). Content analysis: Method, applications, and issues. Health Care for Women International, 13(3), 313–321. https://doi.org/10.1080/07399339209516006
  • Fitz-Walter, Z., Tjondronegoro, D. W., & Wyeth, P. (2011). Orientation passport: Using gamification to engage university students. In Proceedings of the 23rd Australian Computer-Human Interaction Conference (pp. 122–125). https://doi.org/10.1145/2071536.2071554.
  • Gall, M., & Breeze, N. (2005). Music composition lessons: The multimodal affordances of technology. Educational Review, 57(4), 415–433. https://doi.org/10.1080/00131910500278314
  • Gee, J. P. (2007). What video games have to teach us about learning and literacy. Computers in Entertainment, 1(1), 20. https://doi.org/10.1145/950566.950595
  • Gouzouasis, P. (2005). Fluency in general music and arts technologies: Is the future of music a garage band mentality? Action, Criticism and Theory for Music Education, 4(2). http://mas.siue.edu/ACT/v4/Gouzouasis4_2.pdf
  • Gower, L., & McDowall, J. (2012). Interactive music video games and children’s musical development. British Journal of Music Education, 29(1), 91–105. https://doi.org/10.1017/S0265051711000398
  • Green, L. (2005). The music curriculum as lived experience: Children’s ‘natural’ music learning processes. Music Educators’ Journal, 94(4), 27–32. https://doi.org/10.2307/3400155
  • Gutierrez, J. (2019). An enactive approach to learning music theory? Obstacles and openings. Frontiers in Education, 4, 133. https://doi.org/10.3389/feduc.2019.00133
  • Hansen, L., & Sanders, S. (2010). Fifth grade students’ experiences participating in active gaming in physical education: The persistence to game. ICHPER-SD Journal of Research, 5(2), 33–40.
  • Hein, E. (2014). Music games in education. Learning, Education and Games: Curricular and Design Considerations, 1, 93–108.
  • Kahraman, A., & Kazançoğlu, I. (2023). A qualitative research of young people’s motivation to start, continue, reduce and quit playing online multiplayer games on computer. International Journal of Human-Computer Interaction, 39(17), 3289–3311. https://doi.org/10.1080/10447318.2022.2096041
  • Kang, Y., & Ritzhaupt, A. (2021). A comparative study of game-based online learning in music appreciation: An analysis of student motivation and achievement. Journal of Educational Multimedia and Hypermedia, 30(1), 59–80.
  • Kankaanranta, M., Koivula, M., Laakso, M. L., & Mustola, M. (2017). Digital games in early childhood: Broadening definitions of learning, literacy, and play. Serious Games and Edutainment Applications, 349–367. https://doi.org/10.1007/978-3-319-51645-5_16
  • Kirschner, P. A. (2002). Can we support CCSL? Educational, social and technological affordances for learning. Inaugural address. Open Universiteit Nederland.
  • Kiryakova, G., Angelova, N., & Yordanova, L. (2014). Gamification in education. In Proceedings of 9th International Balkan Education and Science Conference.
  • Krippendorff, K. (2004). Content analysis: An introduction to its methodology (2nd ed.). Sage.
  • Lesser, A. J. (2020). An investigation of digital game-based learning software in the elementary general music classroom. Journal of Sound & Music in Games, 1(2), 1–24. https://doi.org/10.1525/jsmg.2020.1.2.1
  • Malone, T. W. (1981). Toward a theory of intrinsically motivating instruction. Cognitive Science, 5(4), 333–369. https://doi.org/10.1016/S0364-0213(81)80017-1
  • Mooney, J. (2010). Frameworks and affordances: Understanding the tools of music-making. Journal of Music, Technology & Education, 3(2&3), 141–154. https://doi.org/10.1386/jmte.3.2-3.141_1
  • Neys, J. L. D., Jansz, J., & Tan, E. S. H. (2014). Exploring persistence in gaming: The role of self-determination and social identity. Computers in Human Behavior, 37, 196–209. https://doi.org/10.1016/j.chb.2014.04.047
  • Nouwen, M., Schepers, S., Mouws, K., Slegers, K., Kosten, N., & Duyburgh, P. (2016). Designing an educational music game: What if children were calling the tune? International Journal of Child-Computer Interaction, 9&10, 20–32. https://doi.org/10.1016/j.ijcci.2016.10.001
  • O’Flaherty, J., & Phillips, C. (2015). The use of flipped classroom in higher education: A scoping review. The International and Higher Education, 25, 85–95. https://doi.org/10.1016/j.iheduc.2015.02.002
  • Pang, W. Y. J., Leung, B. W., & Cheng, L. (2022). The motivational effects and educational affordance of serious games on the learning of Cantonese opera movements. International Journal of Human-Computer Interaction. Advance online publication. https://doi.org/10.1080/10447318.2022.2112567
  • Pawar, S., Tam, F., & Plass, J. L. (2020). Emerging design factors in game-based learning: Emotional design, musical score, and game mechanics design. Handbook of Game-Based Learning, 347–365.
  • Prendergast, S., & Robinson, N. R. (2020). Secondary students’ preferences for various learning conditions and music courses: A comparison of school music, out-of-school music, and nonmusic participants. Journal of Research in Music Education, 68(3), 264–285. https://doi.org/10.1177/0022429420931826
  • Prensky, M. (2001). Digital game-based learning. McGraw-Hill.
  • Protalinski, E. (2017, May 17). Android passes 2 billion monthly active devices. VentureBeat. https://venturebeat.com/2017/05/17/android-passes-2-billion-monthly-active-devices/
  • Raziūnaitė, P., Miliūnaitė, A., Maskeliūnas, R., Damaševičius, R., Sidekerskienė, T., & Narkevičienė, B. (2018). Designing an educational music game for digital game based learning: A Lithuanian case study. In Proceedings of 41st International Convention on Information and Communication Technology, Electronics and Microelectronics (pp. 800–805). https://doi.org/10.23919/MIPRO.2018.8400148.
  • Rosyid, H. A., Palmerlee, M., & Chen, K. (2018). Deploying learning materials to game content for serious education game development: A case study. Entertainment Computing, 26, 1–9. https://doi.org/10.1016/j.entcom.2018.01.001
  • Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publishing.
  • Ryan, R. M., Rigby, C. S., & Przybylski, A. (2006). The motivational pull of video games: A self-determination theory approach. Motivation and Emotion, 30(4), 344–366. https://doi.org/10.1007/s11031-006-9051-8
  • Sarrab, M., Elgamel, L., & Aldabbas, H. (2012). Mobile learning (M-learning) and educational environments. International Journal of Distributed and Parallel Systems, 3(4), 31–38. https://doi.org/10.5121/ijdps.2012.3404
  • Shifflet-Chila, E. D., Harold, R. D., Fitton, V. A., & Ahmedani, B. K. (2016). Adolescent and family development: Autonomy and identity in the digital age. Children and Youth Services Review, 70, 364–368. https://doi.org/10.1016/j.childyouth.2016.10.005
  • Sifa, R., Drachen, A., & Bauckhage, C. (2021). Large-scale cross-game player behavior analysis on Steam. Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment, 11(1), 198–204. https://doi.org/10.1609/aiide.v11i1.12804
  • Soszyński, F., Wołowski, J., & Stasiak, B. (2016). Music games as a tool supporting music education. In Proceedings of the Conference on Game Innovations (pp. 116–132).
  • Studley, T., Drummond, J., Scott, N., & Nesbitt, K. (2022). Can competitive digital games support real-time music creation? Journal of Sound & Music in Games, 3(1), 1–35. https://doi.org/10.1525/jsmg.2022.3.1.1
  • Supor, T. (2017, August 3). Valve reveals steam’s monthly active user count and game sales by region. GeekWire. https://www.geekwire.com/2017/valve-reveals-steams-monthly-active-user-count-game-sales-region/
  • Vartanian, T. P. (2011). Secondary data analysis. Oxford University Press.
  • Willoughby, D. (1990). Comprehensive musicianship. The Quarterly, 1(3), 39–44.
  • Yip, P. K., Cheng, L., & Cheung, P. (2023). The association of children’s motivation and physical activity levels with flipped learning during physical education lessons. European Physical Education Review, 29(4), 601–618. https://doi.org/10.1177/1356336X231170990
  • Yoo, J., Lee, S., & Ohu, E. A. (2022). A cross-cultural analysis of VR gaming psychological needs and motivations: A self-determination theory approach. Managing Sport and Leisure, Advance online publication. https://doi.org/10.1080/23750472.2022.2046490