Digital game–based learning in music education: A systematic review between 2011 and 2023

Abstract

Digital game–based learning is increasingly integrated into classrooms, offering a novel approach to combining informal and formal music education. This article reports the findings of a systematic review investigating digital game–based learning in music education, analysing 15 empirical, peer-reviewed articles written from 2011 to 2023. In this analysis, we first analyzed the platforms of digital game–based learning tools and their corresponding musical objectives. Second, we examined the methodologies, participant demographics, and the effectiveness of digital game–based learning in music education. Finally, we considered potential issues associated with the reviewed studies. Our findings reveal that while potential benefits of digital game–based learning in music education are evident, several challenges also arise. Many of the studies we reviewed failed to consider and discuss potential issues associated with digital game–based learning; with our prominent concerns pertaining to tool availability, cost, and accessibility. In addition, our systematic review highlights the need for further research focusing on open-access resources and free tools that help mitigate such accessibility barriers. Recommendations for future research include further work on experimental designs between traditional music learning and digital game–based learning and examining additional dependent variables beyond motivation and achievement.