A Critical Examination of the Impact of Serious Games on Learning Music: A Systematic Literature Review

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-05-23 DOI:10.1111/jcal.70050

Eleftheria Siklafidou, Maya Satratzemi, Stelios Xinogalos

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引用次数: 0

Abstract

Background

Serious games (SGs) have been increasingly utilised in various domains of education and training. These SGs are a compelling and impactful pedagogical tool that have demonstrated the potential to transform users' perspectives in a multitude of fields, including music.

Objectives

This paper presents a systematic literature review (SLR) on the use of SGs as educational tools for teaching elements of music and instrumental practices. Specifically, the primary objectives of this review are threefold: First, to identify the specific music skills that have been enhanced through the utilisation of SGs and to determine whether their primary purpose is to serve as an introduction to music learning or as a tool for teaching musical instruments. Second, to examine the game mechanics and learning mechanics employed within these SGs. Third, to observe and systematically categorise the aspects of SGs that are assessed and the evaluation methods used to measure their effectiveness.

Method

To identify suitable studies for this analysis, we conducted a research process utilising the following digital libraries: Scopus, ACM Digital Library, and IEEE Xplore. The keywords employed during the search included ‘SGs’, ‘educational games’, ‘music’, and ‘music education’. Additionally, the search incorporated specific terms aimed at assessing the relevance of titles and abstracts with respect to Music and SGs. The analysis yielded a total of 32 studies, providing empirical evidence regarding the impact of SGs on the learning process and student engagement.

Results and Conclusions

The results indicate a diverse range of SGs with distinct approaches for addressing the challenges in music elements and instruments, albeit most of them are currently unavailable. The various initiatives found affirm the effectiveness of SGs in enhancing music learning and students' music skills development by fostering their interest in the subject matter. Our SLR may be of interest to music educators who aim to incorporate SGs in educational settings, researchers designing informed empirical studies and SG creators who can benefit from feedback to improve their products.

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严肃游戏对音乐学习影响的批判性研究：系统的文献综述

严肃游戏（SGs）越来越多地应用于教育和培训的各个领域。这些SGs是一种引人注目且有影响力的教学工具，已经证明了在包括音乐在内的众多领域改变用户观点的潜力。目的：本文系统地回顾了在音乐和器乐实践教学中使用SGs作为教学工具的相关文献。具体地说，这次审查的主要目标有三个：首先，确定通过使用SGs提高的特定音乐技能，并确定它们的主要目的是作为音乐学习的介绍还是作为乐器教学的工具。其次，检查这些SGs中使用的游戏机制和学习机制。第三，观察和系统地分类被评估的SGs方面和用于衡量其有效性的评估方法。为了确定适合本分析的研究，我们利用以下数字图书馆进行了研究过程：Scopus、ACM数字图书馆和IEEE explore。搜索过程中使用的关键词包括“SGs”、“教育游戏”、“音乐”和“音乐教育”。此外，该搜索还包含了旨在评估标题和摘要与音乐和SGs相关的特定术语。该分析共产生了32项研究，提供了关于SGs对学习过程和学生参与的影响的经验证据。结果和结论结果表明，尽管目前大多数SGs都无法获得，但SGs具有不同的方法来解决音乐元素和乐器方面的挑战。调查结果显示，透过培养学生对音乐题材的兴趣，学生可以有效地学习音乐，发展音乐技巧。我们的单反可能会引起音乐教育家的兴趣，他们的目标是将SGs纳入教育环境，研究人员设计知情的实证研究，以及SG创作者可以从反馈中受益，以改进他们的产品。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope