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Music education notably influences cognitive development and the acquisition of psychomotor, social and emotional skills.\u00a0Research<\/a>\u00a0carried out in the field of neuroscience has also demonstrated the numerous benefits on brain plasticity of constant musical practice from the infant stage.<\/p>\n However, for the digital-born generation, the early stages of conventional music learning, which typically focus on repetitive, frustrating, and boring exercises, can be a major hurdle and difficult to overcome.<\/p>\n If it is shown that the qualities necessary to overcome the challenges of a video game have a correlation with those required by an educated musician – such as coordination, social interaction, synchronization or melodic and rhythmic discrimination – musical video games could be used as an effective teaching tool to motivate students to learn and improve musical perception and performance skills.<\/p>\n The technical improvements that occurred in digital sound during the last decade of the 20th century laid the foundations for the development of new types of video games in which the manipulation of musical sounds formed the center of game mechanics.<\/p>\n The first rhythmic action music video games such as\u00a0Dance Dance Revolution<\/a><\/em>\u00a0(DDR) (Konami, 1998),\u00a0Guitar Hero<\/a><\/em>\u00a0(Harmonix, 2005) or\u00a0Rock Band<\/em><\/a>\u00a0(Harmonix, 2007) were based on a structure that required players to activate the different buttons of a controller in the form of a musical instrument, as in the last two examples or on a dance platform as in DDR, to be able to interact in rhythmic synchrony with the sequencing of a predetermined musical score.<\/p>\n Although the designers of these games had not set among their objectives the development of musical skills, pedagogues and researchers saw in them a possible didactic tool to improve rhythmic competence, careful and focused listening or sight reading of scores.<\/p>\n A\u00a0study<\/a>\u00a0conducted in 2011 in the United States tested the educational possibilities of the\u00a0Rock Band<\/em>\u00a0video game\u00a0to develop formal musical skills.<\/p>\n For nine months, we worked with a group of student volunteers between 10 and 11 years old, with little or no previous experience in the video game, who met at the\u00a0Rock Band<\/em>\u00a0club\u00a0two or three times a week.\u00a0The results showed that, as the club sessions progressed, the students began to obtain better results in the conventional tasks of initiation to music, such as the repetition of rhythmic patterns, the transcription or musical dictation or the sight reading in a conventional score.<\/p>\n The video game could therefore be a way to stimulate students’ future interest in music learning in a more formal context.\u00a0Much of the success of this research was based on the close relationships that were established between the culture of video games and the performative aspects, since when emulating a rock artist the learning experiences were wrapped under the guise of a playful group activity , which was effective, not only for regular attendance and commitment, but also for the project itself, which was welcomed as a very rewarding activity by the students.<\/p>\n Other research such as that carried out from the\u00a0University of Kent<\/a>\u00a0(United Kingdom) between 2014 and 2015 have also focused part of its objectives on demonstrating the importance of the motivational and creative aspects of using music video games in the classroom.An effective tool<\/strong><\/h4>\n
Games that improved rhythmic competition<\/strong><\/h4>\n
Stimulate interest<\/strong><\/h4>\n
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