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Enhancing Students' Motivational Cap...

Mamedov, Nikita.

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Enhancing Students' Motivational Capacities in Music Classrooms Through Gamification of Curriculum.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Enhancing Students' Motivational Capacities in Music Classrooms Through Gamification of Curriculum./
Author:	Mamedov, Nikita.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
Description:	177 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-09, Section: A.
Contained By:	Dissertations Abstracts International85-09A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30817057
ISBN:	9798381969566

Enhancing Students' Motivational Capacities in Music Classrooms Through Gamification of Curriculum.
Mamedov, Nikita.

Enhancing Students' Motivational Capacities in Music Classrooms Through Gamification of Curriculum. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 177 p.

Source: Dissertations Abstracts International, Volume: 85-09, Section: A.

Thesis (Ed.D.)--Arkansas State University, 2024.

The study examined the influence of gamification on students' motivation in the music theory curriculum in eighth through twelfth grades. The study measured students' motivation by applying a gamified assessment method in the high school music coursework covering music theory in the curriculum. Through educational gamification, self-regulated motivation, interest and enjoyment, competence, and autonomy were assessed within the student motivation. The study employed an experimental research design with 57 participants in the control group and 59 participants in the experimental group enrolled in music courses at the North America International School in Shanghai, China. The control group completed the traditional learning path, while the experimental group underwent the gamified approach. Data was collected through a questionnaire where students ranked a series of statements on a 5-point and 7-point Likert scale. Descriptive statistics, independent-sample t-tests, paired t-tests, ANCOVA, and ANOVA analyses were employed.Findings showed that the gamification of the music theory content significantly influenced the experimental group students' self-regulated motivation within the three{A0}theory modules of the respective music curriculum. Additionally, the gamification of the music theory content significantly influenced these students' competence levels within the three theory modules of the respective music curriculum. It was concluded that the gamification of music theory content substantially improved experimental group students' self-regulated motivation and competence levels within the three theory modules of the respective music curriculum. The study's findings contributed to the relevant literature on the use of gamification as a teaching and learning strategy. Findings would also help policymakers and practicing educators in developing effective instructional strategies for promoting students' motivation through gamification.

ISBN: 9798381969566Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Digital learning

Enhancing Students' Motivational Capacities in Music Classrooms Through Gamification of Curriculum.
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300 $a 177 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-09, Section: A.
500 $a Advisor: Duyar, Ibrahim.
502 $a Thesis (Ed.D.)--Arkansas State University, 2024.
520 $a The study examined the influence of gamification on students' motivation in the music theory curriculum in eighth through twelfth grades. The study measured students' motivation by applying a gamified assessment method in the high school music coursework covering music theory in the curriculum. Through educational gamification, self-regulated motivation, interest and enjoyment, competence, and autonomy were assessed within the student motivation. The study employed an experimental research design with 57 participants in the control group and 59 participants in the experimental group enrolled in music courses at the North America International School in Shanghai, China. The control group completed the traditional learning path, while the experimental group underwent the gamified approach. Data was collected through a questionnaire where students ranked a series of statements on a 5-point and 7-point Likert scale. Descriptive statistics, independent-sample t-tests, paired t-tests, ANCOVA, and ANOVA analyses were employed.Findings showed that the gamification of the music theory content significantly influenced the experimental group students' self-regulated motivation within the three{A0}theory modules of the respective music curriculum. Additionally, the gamification of the music theory content significantly influenced these students' competence levels within the three theory modules of the respective music curriculum. It was concluded that the gamification of music theory content substantially improved experimental group students' self-regulated motivation and competence levels within the three theory modules of the respective music curriculum. The study's findings contributed to the relevant literature on the use of gamification as a teaching and learning strategy. Findings would also help policymakers and practicing educators in developing effective instructional strategies for promoting students' motivation through gamification.
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