Effects of Game-Based Learning on Piano Music Knowledge Among Elementary School Pupils: Pretest-Posttest Quasi-Experimental Study.

Abstract

Background: Music education is central to holistic child development; yet, traditional piano instruction in China often emphasizes rote memorization at the expense of meaningful understanding. Elementary school pupils, particularly novices, frequently struggle with rhythm, melody, and music theory. Game-based learning (GBL), which applies game elements to teaching, may address these challenges by enhancing engagement, providing immediate feedback, and fostering long-term learning.

Objective: This study aimed to examine the effects of a GBL module for piano education on elementary school pupils' music knowledge in Anhui Province, China, compared to traditional instruction.

Methods: A quasi-experimental, nonequivalent control group pretest-posttest design was used. Participants were allocated nonrandomly to experimental and control groups based on scheduling feasibility and teacher availability. A total of 60 novice piano learners (mean age 8.8 years, SD 1.16 years; 16 boys and 44 girls) from 3 elementary schools were assigned to either the GBL group (n=30) or the control group (n=30). Music knowledge was measured using the standardized Level 1 Basic Music Written Test before and after an 8-week intervention. Nonparametric analyses were applied, including Mann-Whitney U, Wilcoxon signed-rank, and McNemar item-level analyses. Rank-based effect sizes (r) and 95% CIs were reported where applicable.

Results: Baseline differences were present, with the control group scoring higher at pretest (median 52, IQR 24-76) than the GBL group (median 28, IQR 16-64; Mann-Whitney U=265.50; r=-0.35; 95% CI -0.39 to -0.32; P=.006). After the intervention, the GBL group significantly outperformed controls (median 100, IQR 88-100 vs median 60, IQR 40-92; Mann-Whitney U=4.0; r=-0.87; 95% CI -0.90 to -0.83; P<.001). Within-group analyses confirmed significant pre-post improvements for both groups (control Z=-3.24; r=-0.59; P=.001; and GBL Z=-4.81; r=-0.88; P<.001). Item-level McNemar tests showed significant improvements (P<.05) in 5 of 25 items for the GBL group. Missing data were negligible (<2%) and handled via listwise deletion after Little's missing completely at random (MCAR) confirmation (P=.08).

Conclusions: The GBL module significantly improved pupils' music knowledge, overcoming baseline disparities and producing posttest score gains with consistent mastery. The innovation of the study lies in the systematic integration of gamification with Orff and Dalcroze pedagogy through the Sidek Module Development Model, which distinguishes it from previous music education studies that examine gamification in isolation. By providing a validated, cost-effective, and scalable instructional module, the study contributes empirical evidence to the field of game-based music education and other practical implications for improving piano instruction in resource-constrained elementary school settings.