Educational Audio Gamification: Theory and Practice

Reference:

Rovithis, E., Floros, A., & Kotsira, L. (2018). Educational Audio Gamification: Theory and Practice. In Proceedings of the 17th European Conference on e-Learning (ECEL) (pp. 497–505). ACPI.

Abstract:

Electronic computer games used for educational purposes currently constitute an essential component of the learning process. By combining entertaining elements with interactive technologies to deliver the respective curricula they can enhance the development of various skills, as well as serve as platforms for the application of modern educational theories. Audio Games (AG) are a particular genre of electronic games, in which all information is conveyed mainly or exclusively through sound. Thus, players need to employ their sense of hearing to understand and accomplish the necessary tasks, a process that promotes their concentration, memory, fantasy, emotion, perception, data management and cooperation. Even though research findings have shown that both game and audio interaction have positive effects on the user, there has been no systematic approach in designing educational AG and implementing them in the learning process. In this paper the authors attempt to establish the theoretical frame for the design of educational AG by arguing that their features comply with the goals of music education, as these are formulated in the official Program of Music Studies by the Greek Ministry of Education, and in the Primary Years Program on learning Arts by the International Baccalaureate Institution, on local and global level respectively. In that context, three different audio gamification approaches developed by the authors are discussed as suggestions for incorporation into formal education. The first one aims at raising users’ awareness about the harmful impact of noize on the acoustic environment, the second one introduces players to concepts and techniques of electronic music composition, whereas the third one informs them about the layers of Earth’s atmosphere. All three approaches employ similar mechanics, but each one addresses a different topic: acoustics, music, and even non- music respectively, suggesting that the application of educational AG can extend to a variety of subject matters.