Duolingo-Müzik Uygulamasının Öğrenmenin Evrensel Tasarımı ve Eğitsel Oyun Bileşenleri Açısından İncelenmesi

Year 2024, Volume: 9 Issue: 3, 463 - 518, 15.11.2024

Gülşah Sever , Berivan Dağhan , Sefa Böke

https://doi.org/10.29250/sead.1525496

Abstract

Bu araştırma, Duolingo müzik modülünün, öğrenmenin evrensel tasarımı ve eğitsel oyun bileşenleri açısından derinlemesine incelenmesini hedeflemektedir. Araştırma, nitel araştırma yöntemlerinden değerlendirici araştırma desenini benimseyerek gerçekleştirilmiştir. Veri toplama araçları olarak Evrensel Tasarım İlkeleri Kontrol Listesi ve Eğitimde Oyunlaştırma Unsurlarını Belirleme Formu kullanılmıştır. Uygulama, müzik eğitimi ve oyunlaştırma alanlarında çalışmaları olan üç uzman tarafından ayrıntılı bir değerlendirmeye tabi tutulmuştur. Araştırma sonuçlarına göre, Duolingo müzik uygulamasının öğrenmenin evrensel tasarımı ilkelerine ve eğitsel oyun bileşenlerine büyük ölçüde uygun olduğu ortaya çıkmıştır. Öğrenmenin evrensel tasarımı ilkeleri içinde yer alan toplam 45 maddenin 37'sinin uygulama tarafından karşılandığı ve genel olarak evrensel tasarım ilkelerine uygunluğunun yüksek olduğu belirlenmiştir. Bununla birlikte, bazı alanlarda geliştirme potansiyeli olduğu tespit edilmiştir. Özellikle, içerik özelleştirme, kullanıcı kontrolü ve alternatif klavye uyumluluğu gibi özelliklerde iyileştirmeler yapılması gerektiği vurgulanmıştır. Uygulamanın eğitsel oyun bileşenleri açısından incelendiğinde, görsel veya işitsel geri bildirimlerin yanı sıra kişiselleştirilebilir avatarlar ve liderlik tabloları gibi bazı özelliklerin mevcut olduğu görülmüştür. Ancak, hikâyeli görevlerin ve oyun içi takımların bulunmaması, uygulamanın bu alanda da geliştirilmesi gerektiğini göstermektedir. Sonuç olarak, Duolingo müzik uygulamasının güçlü yönlerinin yanı sıra gelişime açık yanlarının da olduğu belirlenmiştir. Bu nedenle, ileriki çalışmalarda uygulamanın deneysel olarak değerlendirilmesi önerilmektedir.

Keywords

Eğitim, Müzik, Müzik eğitimi, Oyunlaştırma, Evrensel tasarım ilkeleri

Investigation of Duolingo-Music in Terms of Universal Design for Learning and Gamification Components

Abstract

This study aims to analyze the music module of the Duolingo application in terms of universal design of learning (UDL) and educational game components. The research was carried out using an evaluative design within qualitative research methods. Universal Design Principles Checklist and Educational Gamification Elements Identification Form were the data collection tools. The application was subjected to a detailed evaluation by three experts specialized in music education and gamification. According to the results, the Duolingo music application was mainly based on the principles of UDL and educational game components. It was determined that 37 of the 45 items within the UDL principles were met by the application, and its compliance with universal design principles was generally high. However, it was determined that some areas had the potential for improvement. In particular, it was emphasized that improvements should be made in features such as content customization, user control, and alternative keyboard compatibility. When the application was examined in terms of educational game components, it was seen that some features, such as customizable avatars and leaderboards, were available, as well as visual or auditory feedback. However, the lack of narrative tasks and in-game teams shows that the application must also be improved. In conclusion, it has been determined that Duolingo's music application has strengths and areas that need improvement. Therefore, it is recommended that the application be evaluated experimentally in future studies. Such studies can help us better understand the application's effectiveness and learning outcomes. In addition, suggestions can be developed to improve the user experience and create a more effective learning environment.

Keywords

Education, Music, Music education, Gamification, Universal design for learning

References

• Ahmed, M. E. K. (2021). Architectural education in light of the universal design approach. International Design Journal, 11(3), 121-126. https://doi.org/10.21608/idj.2021.162503
• Allingham, E., & Wöllner, C. (2023). Putting practice under the microscope: The perceived uses and limitations of slow instrumental music practice. Psychology of Music, 51(3), 906-923. https://doi.org/10.1177/03057356221129650
• Aras, T. & Can, A. (2023). A study on educational software development through gamification in guitar education. Turkish Journal of Education, 12(1), 1-27. https://doi.org/10.19128/turje.1162940
• Arkün-Kocadere, S., & Samur, S (2016). Oyundan oyunlaştırmaya [Play to Gamification]. M. Ekici, İ., Arslan & H., Tüzün, (Ed.), Eğitim teknolojileri okumaları [Readings in Educational Technologies] içinde (s. 397- 411). http://www.tojet.net/e-book/eto_2016.pdf
• Black, R. D., Weinberg, L. A., & Brodwin, M. G. (2015). Universal design for learning and instruction: perspectives of students with disabilities in higher education. Exceptionality Education International, 25(2). https://doi.org/10.5206/eei.v25i2.7723
• Brett, J., Gladwell, T., Xu, N., Amelidis, P., Davis, T., & Gatzidis, C. (2020). Developing games for the purposes of rote learning for keyboard and piano. Proceedings of IEEE Conference on Games (CoG), 724-727. https://doi.org/10.1109/cog47356.2020.9231779
• Camacho, B., Melero, N., Molina, V., & Cortés-Vega, M. (2016). Inclusive university classrooms the importance of faculty training. In Proceedings of Second International Conference on Higher Education Advances, 182- 189. https://doi.org/10.4995/head16.2016.2630
• Carrión Candel, E., & Colmenero, M. J. R. (2022). Gamification and mobile learning: innovative experiences to motivate and optimise music content within university contexts. Music Education Research, 24(3), 377–392. https://doi.org/10.1080/14613808.2022.2042500
• CAST (2011). Universal design for learning guidelines version 2.0. Wakefield; MA. https://udlguidelines.cast.org/more/downloads
• Chung, S. M., Wu, C. T. (2017). Mobile device applications for head start experience in music. In A. Brooks, & E. Brooks, (Ed.), In Interactivity, Game Creation, Design, Learning, and Innovation ArtsIT 2016. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, vol 196. Springer, Cham. https://doi.org/10.1007/978-3-319-55834-9_22
• Connell, B. R., Jones, M., Mace, R., Mueller, J., Mullick, A., Ostroff, E., . . . Vanderhaiden, G. (1997). The Principles of Universal Design. The Center for Universal Design, NC State University.
• Costachescu, A. (2022). Quand la terminologie musicale italienne traverse les alpes, la manche et le danube. Analele Universității din craiova seria ştiinte filologice langues et littératures romanes, 25, 19-43. https://doi.org/10.52846/AUCLLR.2021.01.01
• Darrow, A. (2010). Music education for all: employing the principles of universal design to educational practice. General Music Today, 24(1), 43-45. https://doi.org/10.1177/1048371310376901
• Darrow, Alice-Ann (2016). Applying the principles of universal design for learning in general music. In Carlos R. Abril, & Brent M. Gault (eds), Teaching general music: Approaches, issues, and viewpoints (pp. 308-236). https://doi.org/10.1093/acprof:oso/9780199328093.003.0015
• Demirel, S. (2022). A research on the design and use of colored notes for children in music education. Shanlax International Journal of Education, (S1-Aug), 11-20. https://doi.org/10.34293/education.v10is1-aug.5181
• Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (9-15). Finlandiya: ACM. https://doi.org/10.1145/2181037.2181040
• Deterding, S. (2012) Gamification: Designing for Motivation. Interactions, 19, 14-17. https://doi.org/10.1145/2212877.2212883
• Duolingo Team. (2023, October 11). Our brand-new music course hits all the right notes. Duolingo Blog. https://blog.duolingo.com/music-course/
• Edyburn, D., & Edyburn, K. (2011). Tools for creating accessible, tiered, and multilingual web-based curricula. Intervention in School and Clinic, 47(4), 199-205. https://doi.org/10.1177/1053451211424603
• Edyburn, D. L. (2005). Universal design for learning. Special Education Technology Practice, 7(5), 16-22. https://www.ocali.org/up_doc/UDL_SETP7.pdf
• Fitch, G. (2002). Slow practicing: techniques, processes, and strategies: Teaching aspects. Musicus, 30(1), 107-111. https://hdl.handle.net/10520/EJC82856
• Freitas, V., & Morais, A. (2019). Ensino de Música apoiado pelo uso de serious games: revisão sistemática sobre o panorama de publicações nacionais e internacionais. In Proceedings of rasileiro de Informática na Educação (SBIE), 833- 842. https://doi.org/10.5753/CBIE.SBIE.2019.833
• Gürler, D. A. (2020). Oyunlaştırma öğelerinin eğitim bağlamında incelenmesi ve çalgı eğitimine katkısı. [Investigation of gaming elements in behalf of education and instrumental education] The Journal of Social Sciences, 30(30), 170-184. https://sobider.com/?mod=tammetin&makaleadi=&makaleurl=1295001815_4568%20Demet%20AYDINLI%20G%C3%9CRLER.pdf&key=32101
• Hall, T., Cohen, N., Vue, G., & Ganley, P. (2014). Addressing learning disabilities with udl and technology. Learning Disability Quarterly, 38(2), 72-83. https://doi.org/10.1177/0731948714544375
• Hawkins, J. (2011). A general history of the science and practice of music. Cambridge University Press. https://doi.org/10.1017/cbo9780511997518
• Huseinović, L. (2023). The effects of gamification on student motivation and achievement ın learning english as a foreign language ın higher education. MAP Education and Humanities, 4, 10- 36. https://doi.org/10.53880/2744-2373.2023.4.10
• Irzawati, I. (2023). The integration of duolingo into efl learning. Esteem Journal of English Education Study Programme, 6(2), 328-337. https://doi.org/10.31851/esteem.v6i2.12317
• Kapp, K. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. Pfeiffer. https://doi.org/10.1145/2207270.2211316
• Kellaghan, T. (2010). Evaluation research. In P. Peterson, E. Baker, B. McGaw. P. (Ed.), International encyclopedia of education (Third Edition), 150-155. Elsevier. https://doi.org/10.1016/B978-0-08-044894-7.01326-9.
• King-Sears, M. (2009). Universal design for learning: Technology and pedagogy. Learning Disability Quarterly, 32(4), 199–201. https://doi.org/10.2307/27740372
• Kiryakova, G., Angelova, N., & Yordanova, L. (2014, October). Gamification in education. In Proceedings of 9th international Balkan education and science conference. Vol. 1, 679-684. https://www.academia.edu/download/53993982/293-Kiryakova.pdf
• Krumhansl, C. L. (2000). Rhythm and pitch in music cognition. Psychological Bulletin, 126(1), 159–179. https://doi.org/10.1037/0033-2909.126.1.159
• Kwastek, K., & La Cour, E. (2019). Dossier: Cross-media slowness. ASAP/Journal 4(3), 485-486. https://dx.doi.org/10.1353/asa.2019.0047.
• Levey, S. (2023). Universal design for learning. Journal of Education, 203(2), 479-487. https://doi.org/10.1177/00220574211031954
• Maxfield, L. (2018). Slow practice: How to do more than just practice slowly. Journal of Singing, 75(1), 69–73. https://vocology.utah.edu/_resources/documents/slow_practice_maxfield.pdf
• Margoudi, M., Oliveira, M., & Waddell, G. (2016). Game-based learning of musical instruments: A review and recommendations. Proceedings of 10th European Conference on Games-Based Learning, 426- 433. https://www.researchgate.net/profile/George-Waddell/publication/310149327_Game-Based_Learning_of_Musical_Instruments_A_Review_and_Recommendations/links/5829b3fc08aef00c205616bb/Game-Based-Learning-of-Musical-Instruments-A-Review-and-Recommendations.pdf
• Mariappan, L., & Yasin, M. (2023). The impact of early intervention on students with autism spectrum disorders' readiness to learn in the classroom. International Journal of Academic Research in Business and Social Sciences, 13(3), 514-528. https://doi.org/10.6007/ijarbss/v13-i3/16404
• McKenzie, J., & Dalton, E. (2020). Universal design for learning in inclusive education policy in South Africa. African Journal of Disability, 9, 776. https://doi.org/10.4102/ajod.v9i0.776
• Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Sage.
• Molero, D., Schez-Sobrino, S., Vallejo, D., Glez-Morcillo, C., & Albusac, J. (2021). A novel approach to learning music and piano based on mixed reality and gamification. Multimedia Tools and Applications, 80, 165- 186. https://doi.org/10.1007/s11042-020-09678-9.
• Nita, S., Sari, E. R. N., & Sussolaikah, K. (2023). The implementation of duolingo application to enhance english learning for millennials. Journal International of Lingua and Technology, 2(1), 1–10. https://doi.org/10.55849/jiltech.v2i1.215
• Özgül, Y. (2023). Music notation software for smartphones: A mobile application developed for educational purposes. E-International Journal of Educational Research, 14(5), 607–627. https://doi.org/10.19160/eijer.1348703
• Páez-Quinde, C., & Arroba-Freire, E. (2023). Gamification as collaborative learning resources in technological education. IEEE Global Engineering Education Conference (EDUCON), Kuwait, Kuwait. 1-5. https://doi.org/10.1109/EDUCON54358.2023.10125264
• Permatasari, D. N., & Aryani, F. (2023). Duolingo: An enchanting application to learn english for college students. ELTR Journal, 7(2), 101-109. https://doi.org/10.37147/eltr.v7i2.176
• Pesek, M., Suhadolnik, L., Savli, P., & Marolt, M. (2020). Motivating students for ear training with a rhythmic dictation application. Applied Sciences, 10(19), 6781 https://doi.org/10.3390/APP10196781
• Petrie H, Savva A, and Power C. (2015). Towards a unified definition of web accessibility. In Proceedings of the 12th International Web for All Conference (W4A '15). Association for Computing Machinery, New York, NY, USA, Article 35, 1–13. https://doi.org/10.1145/2745555.2746653
• Ralabate, P. K. (2011). Universal design for learning: meeting the needs of all students. The ASHA Leader, 16(10), 14-17. https://doi.org/10.1044/leader.ftr2.16102011.14
• Rose, D., & Meyer, A. (2002). Teaching every student in the digital age. ASCD. http://www.cast.org/teachingeverystudent/ideas/tes/
• Samat, J., Baharum, A., & Andin, C. (2022). Identifying elements of gamification for reading music notation in music education. Proceedings of 13th International Conference on Information and Communication Technology Convergence (ICTC), 563-567. https://doi.org/10.1109/ICTC55196.2022.9952727
• Samuels, K. (2019). The drake music project northern ireland: Providing access to music technology for individuals with unique abilities. Social Inclusion, 7(1), 152-163. https://doi.org/10.17645/si.v7i1.1706
• Shaheen, N. L., & Lazar, J. (2017). K–12 technology accessibility. Journal of Special Education Technology, 33(2), 83-97. https://doi.org/10.1177/0162643417734557
• Shaw, R., & Auletto, A. (2021). Is music education in tune with the pursuit of equity? An examination of access to music education in michigan’s schools. Journal of Research in Music Education, 69(4), 364-381. https://doi.org/10.1177/0022429421989961
• Story, M. F. (1998). Maximizing usability: The principles of universal design. Assistive Technology, 10(1), 4–12. https://doi.org/10.1080/10400435.1998.10131955
• Straus, J. N. (2003). Elements of Music. Prentice Hall.
• Şahin, Y. L., Karadağ, N., Bozkurt, A., Doğan, E., Kılınç, H., Uğur, S., Gümüş. & Güler, C. (2017). Uzaktan eğitimde oyunlaştırma kullanımı: Oyunlaştırılmış web tabanlı bir alıştırma uygulaması. [Applying gamification on distance learning: A web based practice application] Turkish Online Journal of Qualitative Inquiry, 8(4), 372-395. https://dergipark.org.tr/en/download/article-file/356982
• Şenel, S., Şenel, H. C., & Günaydın, S. (2019). Herkes için mobil öğrenme: Dil öğrenme uygulamalarının evrensel tasarım ilkelerine göre incelenmesi. [Mobile learning for everyone: Investigation of language learning aplication in behalf of universal design principles] Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, [Ankara University Faculty of Educational Sciences Journal of Special Education] 20(1), 73-92. https://doi.org/10.21565/ozelegitimdergisi.377503
• Tılıç, G. (2020). Eğitimde dijitalleşme kapsamında oyunlaştırma kavramı [The concept of gamification on digitalisation of education] Sanat ve Tasarım Dergisi, [Journal of Art and Design] (26), 671-695. https://dergipark.org.tr/en/download/article-file/1473633
• Werbach, K., & Hunter, D. (2012). For the win. Wharton Digital Press.
• Werbach, K. (2016). Gamification. Class lecture, topic: “Gamification design framework”. Coursera
• Trapkus, P. (2023). The case for rehearsing at performance tempo. American String Teacher, 73(2), 13–17. https://doi.org/10.1177/00031313231166022
• Tsuji, K., & Müller, S. (2021). Notation and tonal systems, physics, and music. Springer, Cham. https://doi.org/10.1007/978-3-030-68676-5_2
• Variawa, C., & McCahan, S. (2010). Universal design in engineering education. Proceedings of the Canadian Engineering Education Association (Ceea). https://doi.org/10.24908/pceea.v0i0.3146
• Yin-feng, G. (2021). Applying the principles of udl in college english teaching. Proceedings of the 6th International Conference on Education Reform and Modern Management (ERMM 2021). https://doi.org/10.2991/assehr.k.210513.031
• Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. O'Reilly Media, Inc.