Reviewing Existing Academic Literature
September 14, 2019
In this post, I detail my exploration into academic literature related to music educational video games, and educational video games in general.
By searching through Google Scholar, the following 32 papers found at the bottom of this blog post were identified as relevant to the work I’ll be doing this semester. 6 most relevant papers are highlighted; the subsequent 26 are simply MLA cited with links to where they may be found.
Highlight of Academic Literature on Music Educational Games
What: A paper examining how video games promote musical learning. It describes a framework that supports using games in music ed; and how games should be used to rethink the notion of musical literacy to include new, emerging types of musical notation and representation.
Why this helps me: This paper serves as a good primer as to the potential for video games to have an impact in the music classroom.
What: This details a 26-person study where “youth from an afterschool club with little to no prior experience with rhythmic video games” played Rock Band for nine months, observing specifically the effectiveness of learning traditional musical concepts from the game’s non-classical music notation.
Why this helps me: The importance of this paper to my work is the focus on Rock Band’s notation; I intend on using the more MIDI sequencer/tracker-style notation, similar to the notations found in games like Rock Band and Guitar Hero.
What: This is a paper from 2004 that proposes that gamepads/traditional game console controllers would be good user interfaces for students to learn music performance concepts by utilizing a more standardized “instrument” that more students may be familiar with; it is based on research showing games increase motivation and foster collaberation, which are essential for music performance.
Why this helps me: This is important as it describes using gamepads for music education games, which I too am interested in exploring.
What: This 2012 paper details a study in which 9 children (aged 9-11 years old) were observed playing video games by two specialist music teachers. The teachers noted that video games have potential, but ideally the technology needs further development, specifically with more capacity to compose within the games.
Why this helps me: This is important as the paper explores specifically music composition education and the potential for games which encourage that.
What: This is another study into Rock Band (this time specifically Rock Band 3). The study found that music games are valuable as a bridge to popularize and create interest in music composition, theory, and formal musical performance.
Why this helps me: This paper is important as it explores music games from the perspective of engagement with the students who use them, and how games may be much more self-directed and inclusive than traditional classrooms for fostering participation.
What: This paper discusses the history of music instruction games starting with the first British patent for a music educational game in 1801. It researches game design for music education, and notes that these games tend to be skill and performance based. Also comments on the influence of female patentees and inventors throughout history.
Why this helps me The importance of this paper is the exploration of various non-digital game designs for music ed; it may be useful to look at non-digital examples as well as the digital examples I explore.
Other Important Papers
- Denis, Guillaume, and Pierre Jouvelot. “Motivation-driven educational game design: applying best practices to music education.” Proceedings of the 2005 ACM SIGCHI International Conference on Advances in computer entertainment technology. ACM, 2005.
- Jain, Lakhmi C. Serious games and edutainment applications. Eds. Minhua Ma, and Andreas Oikonomou. Vol. 504. London: Springer, 2011.
- Hill, Linda. Violin Virtuoso: A game for violin education. Diss. Rice University, 2012.
- Baratè, Adriano, Mattia G. Bergomi, and Luca A. Ludovico. “Development of serious games for music education.” Journal of e-Learning and Knowledge Society 9.2 (2013).
- Lesser, Andrew John. Video game technology and learning in the music classroom. Diss. Teachers College, 2019.
- Richardson, Patrick, and Youngmoo Kim. “Beyond fun and games: A framework for quantifying music skill developments from video game play.” Journal of New Music Research 40.4 (2011): 277-291.
- Hein, Ethan. “Music games in education.” Learning, Education and Games. ETC Press, 2014.
- Reyher, Adam. “Idea bank: Popular culture and video games as tools for music learning.” Music Educators Journal 100.3 (2014): 16-17.
- Chung, Szu-Ming, and Chun-Tsai Wu. “Designing music games and mobile apps for early music learning.” Serious Games and Edutainment Applications. Springer, Cham, 2017. 57-75.
- Dondlinger, Mary Jo. “Educational video game design: A review of the literature.” Journal of applied educational technology 4.1 (2007): 21-31.
- Kirriemuir, John. “The relevance of video games and gaming consoles to the higher and further education learning experience.” Techwatch report TSW 2 (2002).
- Gee, James Paul. “What video games have to teach us about learning and literacy.” Computers in Entertainment (CIE) 1.1 (2003): 20-20.
- Egenfeldt-Nielsen, Simon. “Overview of research on the educational use of video games.” Nordic Journal of Digital Literacy 1.03 (2006): 184-214.
- Ong, Bee, et al. “i-Maestro: Interactive multimedia environments for music education.” Proceedings of the Second International Conference on Automated Production of Cross Media Content for Multi-channel Distribution (AXMEDIS 2006), www. axmedis. org/axmedis2006, Volume for Workshops, Tutorials, Applications and Industrial. 2006.
- Nijs, Luc, and Marc Leman. “Interactive technologies in the instrumental music classroom: A longitudinal study with the Music Paint Machine.” Computers & Education 73 (2014): 40-59.
- Young, Susan. “Interactive music technologies in early childhood music education.” Proceedings of the 9th International Conference on Music Perception & Cognition (ICMPC9), Bologna/Italy. 2006.
- McKinnon, Ian. “Children’s music journey: the development of an interactive software solution for early childhood music education.” Computers in Entertainment (CIE) 3.4 (2005): 1-10.
- Brown, Andrew R. “Software development as music education research.” International Journal of Education & the Arts 8.6 (2007): 1-14.
- Webster, Peter R. “Key research in music technology and music teaching and learning.” Journal of Music, Technology & Education 4.2-3 (2012): 115-130.
- Flores, Luciano Vargas, Rosa Maria Vicari, and Marcelo Soares Pimenta. “Some Heuristics for the Development of Music Education Software: first steps towards a methodology.” Brazilian Symposium on Computer Music. Vol. 8. 2001.
- Webster, Peter R. “Computer-based technology and music teaching and learning.” Critical Essays in Music Education. Routledge, 2017. 321-344.
- Wise, Stuart, Janinka Greenwood, and Niki Davis. “Teachers’ use of digital technology in secondary music education: illustrations of changing classrooms.” British Journal of Music Education 28.2 (2011): 117-134.
- Park, Seung-Ie, and Tae-Suk Kihl. “Rhythm game design for effective music education.” Journal of Korea Game Society 12.1 (2012): 33-42.
- Collins, Karen. From Pac-Man to pop music: interactive audio in games and new media. Routledge, 2017.
- Ritchie, Sally, and Sharon Ragner. “Music theory games and methods of playing music theory games.” U.S. Patent No. 7,325,805. 5 Feb. 2008.
- Airy, Samuel, and Judy M. Parr. “MIDI, music and me: Students’ perspectives on composing with MIDI.” Music Education Research 3.1 (2001): 41-49.