A Comparative Study of Game-Based Online Learning in Music Appreciation for Student Motivation and Achievement

• In Event: Marriott Roundtable Session 70
  In Roundtable Session: Digitally Mediated Music Education

Abstract

This study investigates how game-based online learning affects student motivation and achievement in learning music by comparing an identical web-based online learning environment. One hundred and thirty-two undergraduates (N = 132) were randomly assigned to the game-based online music learning environment (treatment group) or a traditional web-based online music learning environment (control group). Quantitative data from an achievement assessment and Instructional Materials Motivation Survey (IMMS) were analyzed by using ANCOVA and MANOVA, respectively. The results showed that the web-based group outperformed the game-based group in student achievement. There was no significant difference between two groups in student motivation; however, confidence was a critical factor in promoting academic achievement.

Authors

• Youngju Kang, University of Florida

• Albert Dieter Ritzhaupt, University of Florida