Finding Harmony in Gamification: Examining the Role of Music in Gamified Learning

• José Alexandre de Freitas UniSENAI PR
• Mateus Oliveira UniSENAI PR
• Carlos Martinelli UniSENAI PR
• Armando M. Toda Durham University
• Paula T. Palomino FATEC
• Ana C. T. Klock Tampere University
• Anderson P. Avila-Santos UniSENAI PR
• Luiz Rodrigues UniSENAI PR

DOI: https://doi.org/10.5753/wiplay.2023.236059

Resumo

Gamification is a promising strategy to enhance learning experiences. Whereas most gamification studies are focused on traditional game elements (e.g., points and leaderboards), research often associates them with negative consequences (e.g., performance loss and demotivation). In contrast, game elements such as sound stimulation (or Sensation), which are prominent in games, have not been explored in gamified learning. Therefore, this paper presents a qualitative study, based on usability tests and interviews, that investigated how the Sensation game element, implemented as background music, influences gamified learning experiences. Our findings reveal that the impact of music on student experiences is nuanced, with individual preferences and characteristics playing a crucial role. While some students perceive music as enhancing their focus and creating a pleasant learning environment, others find them distracting and detrimental to concentration. Personalization and adaptability emerge as key considerations when incorporating music into gamified learning environments. Thus, this study contributes to understanding the role of music in gamification and emphasizes the importance of tailoring interventions to meet the diverse needs of students.

Referências

Altmeyer, M., Hnatovskiy, V., Rogers, K., Lessel, P., and Nacke, L. E. (2022). Here comes no boom! the lack of sound feedback effects on performance and user experience in a gamified image classification task. In Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems, pages 1–14.

Bai, S., Hew, K. F., and Huang, B. (2020). Is gamification “bullshit”? evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, page 100322.

Baldeón, J., Rodríguez, I., and Puig, A. (2016). Lega: A learner-centered gamification design framework. In Proceedings of the XVII International Conference on Human Computer Interaction, Interacci&243;n ’16, pages 45:1–45:8, New York, NY, USA. ACM.

Barbosa, S. D. J., Silva, B. d., Silveira, M. S., Gasparini, I., Darin, T., and Barbosa, G. D. J. (2021). Interação humano-computador e experiência do usuario. Auto publicação.

Blandford, A., Furniss, D., and Makri, S. (2016). Qualitative hci research: Going behind the scenes. Synthesis lectures on human-centered informatics, 9(1):1–115.

Buil, I., Catalán, S., and Martínez, E. (2019). The influence of flow on learning outcomes: An empirical study on the use of clickers. British Journal of Educational Technology, 50(1):428–439.

de la Mora Velasco, E. and Hirumi, A. (2020). The effects of background music on learning: A systematic review of literature to guide future research and practice. Educational Technology Research and Development, 68:2817–2837.

Deterding, S., Dixon, D., Khaled, R., and Nacke, L. (2011). From game design elements to gamefulness: defining gamification. In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments, pages 9–15. ACM.

Dyson, M. C. and Haselgrove, M. (2001). The influence of reading speed and line length on the effectiveness of reading from screen. International Journal of Human-Computer Studies, 54(4):585–612.

Ferreri, L. and Verga, L. (2016). Benefits of music on verbal learning and memory: How and when does it work? Music Perception: An Interdisciplinary Journal, 34(2):167– 182.

Goldstein, E. B. (2014). Cognitive psychology: Connecting mind, research and everyday experience. Nelson Education.

Hallam, S. and Himonides, E. (2022). The power of music: An exploration of the evidence. Open Book Publishers.

Huang, R., Ritzhaupt, A. D., Sommer, M., Zhu, J., Stephen, A., Valle, N., Hampton, J., and Li, J. (2020). The impact of gamification in educational settings on student learning outcomes: a meta-analysis. Educational Technology Research and Development, pages 1–27.

Husain, G., Thompson, W. F., and Schellenberg, E. G. (2002). Effects of musical tempo and mode on arousal, mood, and spatial abilities. Music perception, 20(2):151–171.

Kämpfe, J., Sedlmeier, P., and Renkewitz, F. (2011). The impact of background music on adult listeners: A meta-analysis. Psychology of music, 39(4):424–448.

Klock, A. C. T., Gasparini, I., Pimenta, M. S., and Hamari, J. (2020). Tailored gamification: A review of literature. International Journal of Human-Computer Studies, page 102495.

Koivisto, J. and Hamari, J. (2019). The rise of motivational information systems: A review of gamification research. International Journal of Information Management, 45:191–210.

Lehmann, J. A. and Seufert, T. (2017). The influence of background music on learning in the light of different theoretical perspectives and the role of working memory capacity. Frontiers in psychology, 8:1902.

Lehmann, J. A. M., Hamm, V., and Seufert, T. (2019). The influence of background music on learners with varying extraversion: Seductive detail or beneficial effect? Applied Cognitive Psychology, 33(1):85–94.

Loughrey, K. and Broin, D. (2018). Are we having fun yet? misapplying motivation to gamification. In 2018 IEEE Games, Entertainment, Media Conference (GEM), pages 1–9. IEEE.

Mohan, A. and Thomas, E. (2020). Effect of background music and the cultural preference to music on adolescents’ task performance. International Journal of Adolescence and Youth, 25(1):562–573.

Munday, R. (2007). Music in video games. Music, sound and multimedia: From the live to the virtual, pages 51–67.

Palomino, P. T., Toda, A. M., Rodrigues, L., Oliveira, W., Nacke, L., and Isotani, S. (2023). An ontology for modelling user’profiles and activities in gamified education. Research and Practice in Technology Enhanced Learning, 18.

Rodrigues, L., Toda, A. M., Palomino, P. T., Oliveira, W., and Isotani, S. (2020). Personalized gamification: A literature review of outcomes, experiments, and approaches. In Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality, pages 699–706.

Sailer, M. and Homner, L. (2020). The gamification of learning: a meta-analysis. Educ Psychol Rev, 32:77–112.

Toda, A. M., Klock, A. C., Oliveira, W., Palomino, P. T., Rodrigues, L., Shi, L., Bittencourt, I., Gasparini, I., Isotani, S., and Cristea, A. I. (2019). Analysing gamification elements in educational environments using an existing gamification taxonomy. Smart Learning Environments, 6(1):16.

Toda, A. M., Valle, P. H. D., and Isotani, S. (2018). The dark side of gamification: An overview of negative effects of gamification in education. In Cristea, A. I., Bittencourt, I. I., and Lima, F., editors, Higher Education for All. From Challenges to Novel Technology-Enhanced Solutions, pages 143–156, Cham. Springer International Publishing.

Wohlin, C., Runeson, P., Hst, M., Ohlsson, M. C., Regnell, B., and Wessln, A. (2012). Experimentation in Software Engineering. Springer Publishing Company, Incorporated.

Zambrano, A. F., Liu, X., Barany, A., Baker, R. S., Kim, J., and Nasiar, N. (2023). From ncoder to chatgpt: From automated coding to refining human coding.