MELoDiA A music education game designed for and with children.

DIGRA @ VRT / 22 10 2014 Image source: http://www.make-music-better.com/images/SLEEPY_MUSIC_STUDENT.jpg

MELoDiA

An iMinds-MIX project

that brings together game mechanics and insights from music education

in a mobile app that provides real-time feedback when children learn to sing

content they like.

MELoDiA: An iMinds-MIX project ...

MELoDiA ... that brings together game mechanics and insights from music education ... (1/3) Intrinsic Motivation Theory: make users feel competent (mastery), autonomous & give purpose for deep learning experiences.

Source: Deci, E.L. and Ryan, R.M. Intrinsic motivation and self-determination in human behavior. Plenum, New York, 1985.

MELoDiA ... that brings together game mechanics and insights from music education ... (2/3)

‘Flow’: being fully engaged in an activity that matches your abilities, has clear objectives, and in which immediate feedback is given at your efforts and progress rather than at your performance.

Cfr. ‘Zone of proximal development’ (Vygotsky) & ‘scaffolding’

Source: http://www-tc.pbs.org/thisemotionallife/sites/default/files/imagecache/blog_large_image/blogs/Flow_Senia_Maymin.jpg

MELoDiA ... that brings together game mechanics and insights from music education ... (3/3)

MELoDiA ... in a mobile app that provides real-time feedback when children learn to sing content they like.

Involving end-users in the design process Child-Centered Game Development

What are the expectations of children aged 8 to 12 with little to no experience with music education towards music education games? How can we integrated these expectations in the development of the MELoDiA application?

Participatory design / CoDesign

software professionals

end users

“third space”

Bron: Sanders, E. B.-N. & Stappers, P. J. 2008. Co-creation and the new landscapes of design. http://www.maketools.com/articles-papers/CoCreation_Sanders_Stappers_08_preprint.pdf

Children’s involvement in MELoDiA 3 points of contact

interview + concept memoline + screenshots test + evaluation

Proxy test

First contact

•  Interviews

•  Concept presentation

•  Proxy-Technology Assessment: ‘Piano Dust Buster’

•  10 families, 16 children

Second contact

•  Proxy-Technology Assessment: Memoline

•  First screenshots

•  10 families, 16 children

Third contact

•  Tests with first demonstrator

•  Perform a number of tasks in groups of 2 or 3 children

•  2 primary schools, 9 + 8 children

Results

•  No literal results, ‘a design space’

•  Radical vs. Incremental Innovation

Bron: Norman, D.A. & Verganti, R. 2012. Incremental vs. radical innovation: design research versus technology and meaning change. http://jnd.org/dn.mss/Norman%20%26%20Verganti.%20Design%20Research%20%26%20Innovation-18%20Mar%202012.pdf

Eagerness to Learn

Image source: www.flickr.com/photos/slopjop/346849414/

Rewards and Progress

Icon source: http://thenounproject.com/term/stairway-to-heaven/22040/

Autonomy & control

Private practice, public performance

Image source: https://www.flickr.com/photos/jfreire/1807490953

Improvise, manipulate

Was it worth it?

•  Several findings are in line with (expectations based on) DGBL, gamification and flow theory.

•  Children’s involvement points out certain approaches, creates focal points, gives direction on what is and is not desirable. The insights helped to translate the concepts to the MELoDiA use case.

Impact on MELoDiA concept

•  Detailed feedback on parts that need improvement + tailored exercises.

•  Stage show mode •  Some structure, but mainly free to explore and

play •  Clear indication of progress. Rewards based on

skill, commitment & persistence •  No activities on the improvisation approach

Questions?

Pieter Duysburgh Pieter.Duysburgh@vub.ac.be