ScholarWorks@숙명여자대학교

초록

The purpose of this study is to propose instructional strategies for applying storytelling game-based learning in high school music classes to enhance learners' interest and facilitate effective learning. For this purpose, animated videos were created using the “Keynote” program, incorporating dubbed characters to produce engaging learning materials. A total of 72 first-year high school students were divided into a control group, which received traditional lecture-based instruction, and an experimental group, which participated in storytelling game-based learning. Pre- and post-tests were conducted one week before and after the lessons, and interviews were conducted with four students from the experimental group to examine comprehension, interest, differentiation from other classes, and preferences. The results revealed that the experimental group achieved significantly higher scores on the post-test compared to the control group, indicating that storytelling game-based learning had a meaningful impact on comprehension. Furthermore, interviews showed that learners developed a more positive perception of Western music history. This method not only enhanced comprehension but also encouraged active participation, with learners highlighting the unique and engaging aspects of storytelling elements, such as animation and dubbing, which made the lessons enjoyable.This study suggests that storytelling game-based learning is an effective approach to improving the quality of music education and fostering active, learner-centered classroom environments.

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