| Summary: | 碩士 === 臺北市立教育大學 === 資訊科學系碩士班 === 100 === Rhythm is an important part of developing music skills for young children.
However, due to the lack of professional music teachers, teachers teaching the rhythm
course may not be able to offer each child the immediate correction. In addition, one
of target of arts education is to encourage students to explore the environmental
sounds around their living, to understand that items of different materials will be
issued different sounds. Nevertheless, due to the restrictions of the hardware and
software equipments, the current music teaching environments are limited. Therefore,
the children do not have the desire to explore sound.
The aim of this study is to develop a digital game-based learning software to
help students enhance their rhythm skill. In this system, when the students tap the
rhythm of incorrect timing, the system can instantly remind them. The digital rhythm
game is executing on a mobile device, a student may freely record and explore all
kinds of sounds in their living with the mobile device, from the classroom to the
outdoor, and the sounds they recorded can be included as a percussion sources in the
game. In addition, there is a learning companion in the game to accompany children
in their learning process, to guide their learning goals and directions, to encourage
them and to provide the necessary information, to enhance their motivation. The
system can allow the students to play together through Bluetooth connection, a
two-part rhythm learning to develop the necessary tacit understanding and coopration
of group ensemble, further more to achieve the effect of cooperative learning.
This research adopted the quazi-experiment with the pretest-posttest design. The
subjects were two elementary school students in Taipei city, 43 students in the
experimental group, and 29 students in the control group, to apply the rhythm learning
and sound exploring activities, a lesson a week for four weeks. Before and after the experiment will measure the rhythm skill and learning attitude of the subjects for understanding the learning effect using this system. The experimental results show
that there are no significant difference in the rhythm skill, and no significant
difference in attitude towards rhythm learning. e system evaluation, the experimental
group and teachers show a high degree of identity for this system and are willing to
learn with the system again.
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