There is an extensive international literature on the use of digital devices in education. However, there is a lack of digital intervention programs – and empirical studies relating to them – that cover the whole spectrum of music education and can be fully adapted to classroom practice. Our research aimed to carry out an impact assessment of the classroom use of the Music Island (Zenesziget) application, a digital music education program developed by us, among grade 1 elementary school students.
We assumed that a game-based music education program designed for the primary level could facilitate the development of musical perception, musical competencies, skills awareness, and improve motivation and attitude towards music lessons.
Participants were from elementary schools of a city in the southern part of Hungary. We used a control group design which included 100 (38 boys) first grade elementary school students in the experimental group and 103 (52 boys) first grade elementary school students in the control group. We examined the impacts of the digital environment on the development of music reading and singing as well as instrumental knowledge. In addition, we explored the digital program’s impact on students’ attitudes towards school music lessons and digital device use.
Findings show that the use of the Music Island application in school music lessons resulted in favorable outcomes. Participants of the experimental group demonstrated significantly higher level of development in the consolidated indicator of music reading as well as in all subtests. In addition, the experimental group demonstrated higher instrumental knowledge. Our digital program had a positive impact on the development of singing as well. The experimental group demonstrated significantly higher level of development in singing reproduction. Our research has confirmed that the proportional use of digital devices in school music lessons creates an enjoyable learning environment for children of the 21st century.