Creatividad y gamificación en educación musical

Enfoque

Nowadays and in the reality of the different socio-cultural contexts in which the educational centres of primary education are immersed, it is very necessary for teachers to constantly update the different methodologies and innovative didactic proposals. The aim must be to get closer to the students’ interests, thus capturing their attention and motivation towards the teaching-learning process.

In this sense, it is also essential to remember that students at this educational stage are called ”digital natives” and it is almost an obligation to implement proposals that incorporate technology in one way or another in the classroom because they are children who have grown up next to screens on a constant basis. Therefore, the use of a proposal that introduces active and current methodologies together with the incorporation of technology is a good idea.

This work begins with a review of the literature, of previous works carried out with the aim of obtaining the keys and main characteristics of the inclusion of gamification as a methodological strategy in the music education classroom at the primary school stage. The aim is none other than to have them as a reference for the proposal created and included in a real educational context. In this sense, this research is clearly qualitative in nature and within this, it is introduced within the concept of action-research as the researcher is the main and constant part of the whole process carried out.

The proposal is introduced in a public school located in the province of Granada with a sample of 122 participating students evaluated through the inclusion of a pre-test and post-test in order to develop a real learning situation adapted to the needs and priorities of this type of students. The real objective behind the incorporation of this procedure is to be able to make a direct and real comparison of the proposal and, with this, to make all the necessary improvements and modifications with the aim of making it really suitable, useful and functional for students of this specific school age.

Finally, a comparative analysis of the data provided by the participants is carried out thanks to various updated qualitative analysis programmes in order to obtain significant and tangible evaluation conclusions. The work concludes with the improved gamification proposal prepared for the next step consisting mainly of evaluating it with a larger sample and even implementing it in other educational levels different from the one mentioned in this work.