Supervisors info:
Περακάκη Ελισσάβετ, Ειδικό Εκπαιδευτικό Προσωπικό του Τμήματος μουσικών Σπουδών του ΕΚΠΑ
Τριανταφυλλάκη Αγγελική, Επίκουρη Καθηγήτρια του Τμήματος μουσικών Σπουδών του ΕΚΠΑ
Summary:
Gamification is the introduction of game features into a process, in which game is not common, in order to motivate and keep active the interest of those involved. The purpose of the research is initially to investigate through the views of music teachers, who serve in primary education in Greece, if gamification is a motivational tool as well as how and for what purpose it is used in the teaching of music in a formal learning environment. In the next stage, the difficulties encountered by teachers when using gamification are investigated as well as the value of this method for teachers and students.
The research was conducted based on the qualitative research method. Specifically, the data were collected through semi-structured interviews with six primary school music teachers, who work in private and public elementary schools in various cities in Greece. The results showed the following: Teachers perceive gamification as an educational tool, which consists of introducing basic game principles when teaching music. They prefer experiential activities (play) to turn them into a game (game), introducing the necessary features, and less gamified electronic applications. The purpose of gamification is the learning of the cognitive object of music itself, mobilization, creativity, entertainment, teamwork of students, the correct way to claim victory and manage defeat, consolidation, repetition, evaluation and memorization of knowledge. In addition to experientiality, the goal when implementing gamification should be the profit given by actions based on constructivist learning models in which students have reached the level of creating games or rules by themselves. The research participants presented a rich list of gamified activities, which they implemented during their lessons.
Of course, they face several difficulties when making use of gamification, such as crowded classrooms, the lack of logistical infrastructure and teacher training. Nevertheless, challenges are faced, because the value of gamification for teachers and students is great, since in addition to motivation, it is attributed to teamwork and collective thinking, concentration and readiness, creativity and critical thinking, as well as to self-confidence and in creating a climate of noble rivalry.
Keywords:
gamification, music education, Primary Education, music teachers
