Games and gamification in the primary school music classrooms

Abstract

Over the past decade, the trend of discovering innovative and motivating tools to help optimize the learning process has been reinforced.  After analyzing recent publications and searches in databases along these lines, games and gamification are pointed out as the educational tools of apogee today. From a positive paradigm, the aim of the study is to contrast these results with the educational reality in which these strategies exist within the Music Classroom in Primary Education, taking as a source of analysis the perceptions and experiences of teachers who are currently teaching in l'Horta Oest in Valencia. To this end, the impact of games and gamification on the teaching practice is assessed quantitatively, in accordance with the results obtained through questionnaires. After the analysis, a remarkable presence of the games is observed among the most used educational techniques to work and evaluate contents, especially compared to other techniques considered traditional. However, with regard to gamification, its use and interest on the part of teachers is decreasing, in addition the finding of widespread false knowledge results in inadequate teacher training which makes it difficult to function successfully in the classroom.