Beyond Fun and Games: A Framework for Quantifying Music Skill Developments from Video Game Play
Beyond Fun and Games: A Framework for Quantifying Music Skill Developments from Video Game Play
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超越乐趣和游戏：量化视频游戏音乐技能发展的框架
DOI：
10.1080/09298215.2011.565350
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发表时间：
2011
影响因子：
1.1
通讯作者：
Youngmoo E. Kim
中科院分区：
文献类型：
--
作者：
Patrick Richardson;Youngmoo E. Kim
摘要音乐驱动的电子游戏已经成为一种流行的娱乐活动，但在多大程度上，他们促进音乐技能的发展还没有直接的研究。该项目提出了一个框架，用于评估核心音乐技能如何受到节奏游戏的影响;游戏中，玩家通过视觉提示（简化滚动）和声音提示（音乐本身和游戏错误声音）模仿和重新创建歌曲中的一个层。我们对一年级大学生（游戏玩家和非游戏玩家队列中的N = 20）进行了为期九周的常规音乐游戏，包括使用定量测试和定性调查音乐教育和游戏习惯的前后评估。在我们的试点样本的初步结果中，定量数据分析表明，游戏玩家的学习优势仅在音乐提示的视觉跟踪任务中，如类似于游戏中的伪符号提示。定性调查的反应支持选择性视觉学习的证据。初步结果表明，进一步的研究，我们提供了实际的考虑，这些方法的改进这些或类似的游戏相关的音乐技能查询。
Abstract Music-driven video games have become a popular recreational activity, but the extent to which they promote musical skill development has had little direct study. This project presents a framework for evaluating how core musical skills are impacted by playing rhythm games; games wherein players imitate and recreate a layer in a song by following visual prompts (simplified scrolling) and sound cues (the music itself and game-error sounds). Our pilot study of first-year university students (N = 20 within gamer and non-gamer cohorts) observed nine weeks of routine music game play, including pre- and post-assessments using both quantitative tests and qualitative surveys of music education and gaming habits. Among our pilot sample's initial results, quantitative data analysis suggests learning advantages among gamers over non-gamers only in visual tracking tasks of musical prompts, such as pseudo-notation cues similar to those in the games. Qualitative survey responses bolster the evidence of selective visual learning. With preliminary results warranting further study, we offer practical considerations for refinement of these methods within these or similar game-related music skill inquiries.