What does this research mean for the field?

Digital game-based learning in primary music education significantly improves students' musical knowledge and classroom motivation, with aural skills moderating knowledge acquisition, though it may present an 'autonomy paradox' where skill gains negatively relate to empowerment. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To evaluate the impact of digital game-based learning on musical knowledge, aural skills, and learning motivation among primary school students.

September 8, 2026Technology Knowledge and LearningOpen Access

Digital Game-Based Learning in Primary Education: A Cluster-Randomized Controlled Trial on Knowledge, Skills, and Motivation

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Authors

LYLiu YihanUniversity of Szeged TCTran Van CuongUniversity of Szeged NSNorbert SzabóMagyar Agrár- és Élettudományi Egyetem

Discussion

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Implication

Cluster-randomized trial demonstrates enhanced musical knowledge and motivation from game-based learning in primary students, indicating the need for contextualized autonomy scaffolding.

Key Points

To evaluate the impact of digital game-based learning on musical knowledge, aural skills, and learning motivation among primary school students.
Conducted an eight-week cluster-randomized controlled trial involving 277 third-grade students in China.
Measured learning outcomes via Rasch-scaled assessments and evaluated motivational constructs using Cronbach's α and confirmatory factor analysis.
Analyzed intervention effects and interaction pathways using linear mixed models.
Students in the intervention group achieved statistically significant gains in musical knowledge and across all six evaluated motivational dimensions compared to control.
Aural skill gains showed only marginal statistical significance, yet baseline aural skills significantly moderated the acquisition of musical knowledge.
An unexpected autonomy paradox occurred where aural skill improvements negatively correlated with feelings of empowerment, suggesting unstructured freedom may hinder learning in teacher-centered contexts.

Cite This Study

Yihan et al. (2026) studied this question.

synapsesocial.com/papers/6a9fd7ab58e84d0ff5b46807 https://doi.org/10.1007/s10758-026-10028-1

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Implication

Cluster-randomized trial demonstrates enhanced musical knowledge and motivation from game-based learning in primary students, indicating the need for contextualized autonomy scaffolding.

Digital Game-Based Learning in Primary Education: A Cluster-Randomized Controlled Trial on Knowledge, Skills, and Motivation

Discussion

Member takes

Implication

Key Points

Cite This Study

Digital Game-Based Learning in Primary Education: A Cluster-Randomized Controlled Trial on Knowledge, Skills, and Motivation

Discussion

Member takes

Implication

Key Points

Cite This Study

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