JMIR Publications

ABSTRACT

Background:

Music education in China fosters holistic development, with piano learning widely embraced. However, traditional methods often fail to engage young learners meaningfully. Gamified learning offers an interactive alternative aligned with developmental needs. This study investigates the effect of a gamified piano module on music knowledge among elementary pupils in Anhui province.

Objective:

This study examines the effectiveness of an eight-week, tailored game-based learning (GBL) module in enhancing piano music knowledge among elementary school pupils in Anhui, China.

Methods:

Sixty novice learners (aged 7-12) from three schools participated in a quasi-experimental design: one group engaged with the GBL module, which was developed according to the Sidek Module Development Model and grounded in Orff and Dalcroze pedagogies, while a control group received traditional instruction. Music knowledge was measured before and after intervention using the Level 1 Basic Music Written Test, with a focus on aural skills and theory.

Results:

Post-intervention analyses revealed that the GBL group achieved significantly greater gains in overall music knowledge, particularly in rhythm comprehension and ear-training, compared to controls. These results suggest that gamification not only deepens conceptual understanding but also sustains learner engagement.

Conclusions:

By offering a scalable, pedagogically sound GBL framework, this study provides a practical model for piano education and underscores the potential of interactive approaches to foster cognitive, emotional, and creative development in early piano education. This research also contributes by validating a GBL module that significantly improves piano music knowledge among elementary school pupils, demonstrating the transformative potential of gamification in music education.