Browsing by Author "Van Niekerk, Karla"

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    Digital gamification in South African senior phase music classrooms: investigating its potential contribution to musical understanding
    (Stellenbosch : Stellenbosch University, 2024-03) Van Niekerk, Karla; Muller, Danell; Stellenbosch University. Faculty of Arts & Social Sciences. Dept. of Music.
    ENGLISH ABSTRACT: Many teachers have converted to digital learning due to the COVID-19 pandemic in 2020. The opportunities created throughout the pandemic have opened doors for teachers in all subjects. Some available resources, specifically in music education, help expose the learners to music but do not contribute to the learner’s overall musical understanding. This research investigates the potential contribution of digital gamification to South African senior-phase music learners’ musical understanding. The study explores how music teachers can integrate gamification elements within the context of the CAPS while fostering a positive impact on learner motivation and engagement. This investigation includes achieving specific goals like contextualising South African class music, defining musical understanding, creating practical approaches for enhancing musical understanding, and identifying gamification strategies for the music classroom. The study considers educational and developmental theories like Vygotsky’s sociocultural theory and Piaget’s constructivism theory to create collaborative learning environments. Digital devices are then included to facilitate gamification strategies. The investigation used qualitative research methods, including online surveys with the participants, my self-observations, and my field diary. In collaboration with 64 Grade 7 learners at a primary school in Cape Town, the data collection phase consisted of four Action Research cycles, with the participants submitting an online questionnaire at the end of each cycle. The findings highlight the potential of digital gamification as an influential tool for time management, classroom management, and learner motivation. Practical recommendations accentuate the importance of addressing challenges like educator training, accessibility and sustainability of portable digital devices, gamification techniques’ applicability, and collaborative learning strategies. Ultimately, the research contributes valuable insights to music education, enhancing musical understanding and fostering a love for music among South African Grade 7 learners.