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Video Game Technology and Learning VIDEO GAME TECHNOLOGY AND LEARNING IN THE MUSIC CLASSROOM by Andrew John Lesser Dissertation Committee: Professor Harold Abeles, Sponsor Professor Kelly Parkes Approved by the Committee on the Degree of Doctor of Education Date _________February 13, 2019_________ Submitted in partial fulfillment of the Requirements for the Degree of Doctor of Education in Teachers College, Columbia University 2019 ABSTRACT VIDEO GAME TECHNOLOGY AND LEARNING IN THE MUSIC CLASSROOM Andrew John Lesser Game-based learning, or the process of adapting an educational concept into a game-based structure, has been studied by researchers for nearly a century. Over the last several decades, new technologies have allowed digital media to create a multibillion- dollar entertainment industry commonly known as video games. Video games have become a tool for many educators who have the potential to engage and motivate students to learn in various subjects and disciplines. The purpose of this study was to determine the effectiveness of digital game- based learning in comparison to other teaching methods as related to music education and to explore the perspectives of young students regarding video games both in school and in their personal lives. Ninety-two (n = 92) fifth and sixth grade students in a northeastern U.S. elementary school completed a mixed-method experimental study consisting of a pretest/posttest control group, surveys, and in-depth interviews. Results showed that students who had access to educational video games combined with the assistance of an instructor achieved higher mean scores compared with students who had access to either video games without instruction or instruction without video games. Survey and interview data suggested that students enjoyed playing video games on a regular basis for reasons such as enjoyment, socialization, and distraction. The majority of respondents believed that video games can and should be used in educational practices, including music education, but current educational games are inadequate because they do not possess the qualities of entertainment that are inherent in commercially designed games. These findings suggested that educational video games may be potentially used as an effective tool in the music classroom to teach musical concepts and skills. In addition, benefits may also include increased student motivation, engagement, and a hands-on approach to learning that is based on the students’ individual needs. However, it may be necessary for video games to be used in combination with a qualified teacher to prevent confusion, distraction, and possible frustration. Pairing quality instruction with engaging technology that is relevant in children’s lives may be highly beneficial for the continued development of music education. © Copyright Andrew John Lesser 2019 All Rights Reserved ii DEDICATION This scholarly work is dedicated to the following people, without whom this would not be possible: Megan Lesser, devoted wife: You are my rock and my guiding star. You have never wavered in your confidence in me, and have always given me your full support regardless of the challenges. I love you, now and always. Gale Lesser, loving mother: Throughout my entire life you have encouraged my dreams and dared me to achieve higher than what I thought possible. My success is a reflection of your love and belief in me. Thank you. David Lesser, dedicated father: Though you now look down on me from Heaven, I wish you could have seen the completion of this journey. You were there at the beginning, and I am proud to be the man I have become because of your guidance. I miss you. Ron and Arlene Boerum, my second parents: You may have been a part of my family only since my adult life, but I feel as if you have been with me for much longer. I cherish you as I would my own blood, and I hope to continue living up to the honor of being included in your family. And finally, to all the gamers out there who continue to chart new courses: ‘May the light illuminate your path.’ - The Legend of Zelda: Breath of the Wild iii ACKNOWLEDGMENTS The author would like to thank the following individuals for their support and guidance: Dr. Harold Abeles: Thank you for being my sponsor and helping me to undertake this work. Your advice, suggestions, and support were always invaluable, and I hope this document reflects the professionalism and ability you have come to expect of me. Dr. Kelly Parkes: Though I have only known you for such a short time here at Teachers College, you have had a profound impact on me and my work. I look forward to continuing to learn from you, and thank you for your suggestion on the title. Dr. James Frankel: You have been a friend to me since before I began this journey. I hope that this work helps to spread the word about the positive impacts of technology in music education, and I look forward to the new innovations from Music First. Dr. Patricia Doloughty: From the very beginning of my employment at the City of Burlington Public Schools, you supported my aspirations of earning my doctorate. Here at the conclusion, I wish to reaffirm what I said to you then, that I will use the skills I have learned for the benefit of all of our students. Mr. Robert Shappell: Your support not only for me, but for the arts in our schools, has been truly inspiring. As someone who is earning his doctoral degree as well, I enjoyed our conversations as someone to share (and trust) the process with. I look forward to our continued discussions. Mrs. Jordan Ukrainski: Thank you so much for being a part of this with me. Without your participation, this document may have never come to be. I am so grateful iv for the time and effort you have made on my behalf, not only as a fellow music teacher but as a kindred spirit. Dr. John Russell: Thank you for being an inspiration as a fellow researcher into game-based learning. I appreciate you taking the time out of your busy schedule to meet with me and give me advice and suggestions. I can only hope this document matches the quality of your excellent research. And to all of the students, parents, and faculty of the fifth and sixth grade classes involved in this study at the Wilbur Watts Intermediate School, City of Burlington Public Schools, New Jersey: You are the reason why I do what I do. As it is written on the back of our shirts: ‘We are the music makers, and we are the dreamers of dreams.’ - Arthur O’Shaughnessy A. J. L. v TABLE OF CONTENTS Chapter I – INTRODUCTION ........................................................................................ 1 Overview .............................................................................................................. 1 Author’s Background ........................................................................................... 2 Rationale for the Study ........................................................................................ 5 Definitions of Key Terms .................................................................................... 8 Problem Statement ............................................................................................... 10 Statement of Purpose ........................................................................................... 12 Research Questions .............................................................................................. 13 Conceptual Framework ........................................................................................ 14 Plan of Research .................................................................................................. 17 Summary .............................................................................................................. 19 Chapter II – LITERATURE REVIEW ............................................................................ 20 Overview .............................................................................................................. 20 Play and Game Theory......................................................................................... 21 A Brief History of Video Games ......................................................................... 24 Serious Games and Edutainment ......................................................................... 26 Music Performance Games .................................................................................. 28 Music, Games, and Motivation ............................................................................ 32 Pedagogical Music Games ................................................................................... 35 Stakeholder Perceptions ....................................................................................... 37 Barriers and Controversies ................................................................................... 39 Summary .............................................................................................................. 42 Chapter III – METHODOLOGY ..................................................................................... 43 Overview .............................................................................................................. 43 Participants and Setting........................................................................................ 44 Procedures ............................................................................................................ 45 Pilot Study ...........................................................................................................
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