The Design and Development of a Gamification Teaching Methods Based on a Focus Group Interview
DOI:
https://doi.org/10.53797/aspen.v4i2.4.2024Keywords:
Gamification, Chinese folk songs, Music education, Learning motivation, Teaching innovationAbstract
This article aims to explore the practical and theoretical basis of teaching Chinese folk songs through gamification teaching methods. This is a qualitative study that includes a focus group interview consisting of five experts with over ten years of experience in the field of music education. To determine the effectiveness of teaching methods, three experts evaluated teaching strategies in the fields of education, linguistics, and qualitative research. Use Cohen's kappa analysis to evaluate the consistency between evaluators. Research has found that a series of teaching projects have been developed based on six teaching constructs, which are feedback, competition, goals, collaboration, challenge, and fun. After the focus group interview, a new construction also emerged, cognitive reaction. This study suggests that teachers can use this teaching checklist for early identification and appropriate intervention of students, which has significant benefits for the education sector, teachers, and students themselves. Although this study was conducted in China, its results have broader significance as gamification teaching methods have the potential to be applied globally.
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