[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-157512-105":59,"doc-detail-157512-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","music-and-games-in-education-technological-experiences-and-human-development","Music and Games in Education - Technological Experiences and Human Development","","Music and Games share educationally relevant characteristics shaped by technology, creating an ongoing dialogue between teaching requirements, music education, and human development. This alignment supports game organization, learning contexts, technological resources, and the individual’s integral growth. The work connects gamification, game-based learning, music education, cognition and educational technologies, and inclusion in education. It synthesizes related studies to advance literature, and to inform reflection and analysis on how music and games structurally influence the educational sphere and human development.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/music-and-games-in-education-technological-experiences-and-human-development/157512/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/music-and-games-in-education-technological-experiences-and-human-development/157512.png","ImageObject",300,407,{"name":92,"@type":93},"Eden","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-08-29",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"How do game characteristics support educational demands in this work?","Question",{"text":113,"@type":114},"Games are treated as organizers of educational demands through features such as rules, engagement, feedback, objectives, progression, sociability, and immersion. These characteristics are linked to education’s teaching and learning processes.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Why does the document argue for expanding music’s contribution beyond recreational uses?",{"text":118,"@type":114},"It criticizes approaches that treat music in education as only recreational or playful remedies. The text emphasizes the need for a deeper understanding of musical practice experiences and their educational meaning.",{"name":120,"@type":111,"acceptedAnswer":121},"What cautions does the document raise about using digital tools or games in classrooms?",{"text":122,"@type":114},"It states that the mere use of technologies or digital games does not guarantee learning outcomes. Educators must be prepared and aware to use such resources effectively.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},157512,1787982542,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":130,"read_time":144,"preview_page_count":4},1374391974468,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Music and Games in Education: Technological Experiences and Human  \nDevelopment  \nHugo Braga deAraújo Silva, Colégio Pedro II, Brazil Elsa Maria Morgado, Portuguese Catholic University, Portugual Beatriz Licursi, Universidade Federal do Rio de Janeiro, Brazil Liliana Mendes, University of Coimbra, Portugual  \nLevi Leonido, Portuguese Catholic University, Portugual  \nThe European Conference on Education 2023  \nOfficial Conference Proceedings  \nAbstract  \nMusic and Games share a wide range of specific characteristics mediated by the technological component which, in a way, impose an incessant dialogue between the demands of education, music education and human development itself. The consonance and versatility of this approach interact directly with the teaching and learning processes, constituting itself as a potential integrator with respect to the organisation and contexts of the game, the technological resources, the experiences and the potential contribution to the integral development of the individual. Among the areas and topics linked by this context, it is possible to mention gamification, game-based learning, music education, psychology, studies on human cognition, educational technologies, the inclusive perspective in education and science attached to imputations (benefits or disadvantages of the game) in human development. This research integrates a series of works carried out regularly and continuously, in order to strengthen the state of the art and respective literature review, along with the contribution to reflection, discussion and analysis on the relationship and structural characteristics between music and games, regarding its presence and influence in the educational universe and human development in general.  \nKeywords: Education, Music, Learning Technology, Games, Inclusion, Learning, Human Development  \niafor  \nThe International Academic Forum  \n[www.iafor.org](www.iafor.org)  \nIntroduction  \nTo start, for the development of this work, the context of games is considered, formed by the structural characteristics of games, as a potential organizer of educational demands, with an emphasis on music education (Silva, 2022) . To name a few of such characteristics, it would be possible to mention rules, playfulness, clarity, engagement, belonging (significance, meaning), immersion, motivation (intrinsic, extrinsic), voluntariness, feedback, objectives, requirements, resources, fairness (according to the rules), autonomy, protagonism, controlled environment, narrative, chance and possible outcomes, difficulty, level, stages, rewards, challenge, player profiles, customization, as well as the following, which should be given due prominence: temporality, sociability, progression, fantasy, and integration. It is believed that by unifying these characteristics through the context of games, the understanding of these aspects will also be intensified, and since they are directly related to the demands of education, the teaching and learning process will be enhanced.  \nMusic notably contributes to education by adding a sense of belonging, playfulness, and sociability, in addition to the frequently referenced affective, motor, and cognitive benefits. However, it is possible to incorporate various characteristics that music shares in common with the context of games and thus expand the possibilities of its contributions. This approach avoids approaches regarding the presence of music in education that are limited solely to recreational or exclusively playful aspects. These approaches treat these aspects as remedies that negate the need for a deeper understanding of the experiences of musical practice. The accounts of Miranda (2013) exemplify this matter when describing the execution of their work involving a workshop of games, musical activities, legends, and rhymes offered to a sixth-grade class in a public state school in São Paulo, Brazil. During the initially turbulent process, the researcher's expectations were contin","cbCainiF05fq3T9k","https://ap.wps.com/l/cbCainiF05fq3T9k","pdf",757118,"English","# Introduction\n## Game characteristics in education\n## Music’s role beyond recreation\n## Critiques of decontextualized or fragmented approaches\n## Technology, inclusion, and human development","[{\"question\":\"How do game characteristics support educational demands in this work?\",\"answer\":\"Games are treated as organizers of educational demands through features such as rules, engagement, feedback, objectives, progression, sociability, and immersion. These characteristics are linked to education’s teaching and learning processes.\"},{\"question\":\"Why does the document argue for expanding music’s contribution beyond recreational uses?\",\"answer\":\"It criticizes approaches that treat music in education as only recreational or playful remedies. The text emphasizes the need for a deeper understanding of musical practice experiences and their educational meaning.\"},{\"question\":\"What cautions does the document raise about using digital tools or games in classrooms?\",\"answer\":\"It states that the mere use of technologies or digital games does not guarantee learning outcomes. Educators must be prepared and aware to use such resources effectively.\"}]","Music and Games in Education - Technological Experiences and Human Development | PDF",25]