Abstract:

Edugames characterize multimedia products useful for the training of the student, for his education through the help of the video game [1], which today represents one of the means most used by children for entertainment, as well as to enhance cognitive functions and abilities [2]. The Edugames are also born with the aim of creating learning paths for each learner, respecting personal interests [3]. In these Edugames, music plays a fundamental role because it supports the user in identifying with the character/avatar through emotional involvement, while favouring a total immersion in the game itself [4]. From this, it can be understood that the choice of good sound support, during the construction phase of an edugame, is necessary in the first place to arouse greater interest in the beneficiary and support the student during the individualized teaching-learning process [5]. This, therefore, also presupposes a careful selection in advance of melodies, and accompanying soundtracks [6].
The advent of Artificial Intelligence, moreover, permeates different aspects of the social, it is a growing terrain and that needs to be deepened [7]. In particular, the attempt is to link the use of AI with teaching practices during which the student has an active role in their learning process [8]. In this contribution, we will try to provide a theoretical framework about the potential of music and, specifically, about the importance of the choice of music, effects, and soundtracks to be integrated into edugames, also with the help of AI. Therefore, practical, and open-access support tools, focused on sound, will be presented, which can be used during the development of an edugame. This proposal is aimed at both those who are designers and those who intend to use these resources as a support for self-employment and intended for the construction of educational videogames, respecting the different cognitive styles of all, in an inclusive perspective.

References:
[1] P. Aiello, S. Di Tore, E. M. Pace and M. Sibilio, Teach mind reading. The realization of an edugame for the development of social skills in subjects with Autism Spectrum Disorder, Italian Journal of Educational Research, 17, 87-104, 2016.
[2] M., A. Quiroga, M. Herranz, M. Gòmez-Abad, M. Kebir, J. Ruiz and C. Roberto. Video games: Do they require general intelligence? Computers & Education, 53 (2), 414-418, 2009.
[3] L. Anolli and F. Mantovani, How our mind works: Learning, Simulation and Serious Games. Studies and research Italian Edition, Bologna: Il Mulino Publishing Company, 2011.
[4] S. Léo, (2020). The Effect of Dynamic Music in Video Games: An Overview of Current Research, available on https://www.diva-portal.org/smash/get/diva2:1446866/FULLTEXT01.pdf.
[5] S. Di Tore, P. Aiello, P.A. Di Tore and M. Sibilio, Can I Consider the Pong Racket as a Part of My Body? Toward a Digital Body Literacy, International Journal of Digital Literacy and Digital Competence, 3(2), pp. 58–63, 2012.
[6] A. E. L. Duarte, Algorithmic interactive music generation in videogames: A modular design for adaptive automatic music scoring, Sound Effects-An Interdisciplinary Journal of Sound and Sound Experience, 9(1), 38-59, 2022.
[7] A. K. Goel and D. A. Joyner, Using AI to teach AI: Lessons from an online AI class, AI Magazine, 38(2), 48–59, 2017.
[8] F. Yang, Artificial intelligence in music education. In 2020 International Conference on Robots & Intelligent System (ICRIS), IEEE, 2020.

Keywords:

Music, Edugames, Artificial Intelligence, Inclusion, Special Education.