Prognostisering av sättning frånhög uppfyllnad i Högbytorp
Numerisk?analytisk jäföelse samt uppmäta sätningar
The purpose of this thesis was to examine if users of digital music games may acquire skills from the games that may be of use in learning to play a real instrument, that is a non-digitally simulated instrument like an acoustic piano. We have used Gee?s theory regarding a possible interconnection between different semiotic domains, and how this connection may enable a transfer of skills between related domains. In this thesis we examine possible skill transfer between the domains ?digital games? and ?non-digital instruments?. To examine our question formulation we chose to conduct a pilot study from which we collected both quantitative and qualitative data. The study was conducted on two groups of children, 6-9 years old, and consisted of the children accepting a musical challenge. The children in one of the groups got access to a digital piano application during a preparatory week, whilst the children in the second group lived their lives as usual. The results, and the time it took for the children to perform the assignment, was documented by the parents of the children in a questionnaire. The data from the questionnaire was then analyzed and used to draw conclusions regarding the possible effect of the piano application on the children. The analysis of the collected data showed that all children that had used the application passed the challenge. The analysis also showed that the child that had the fastest passing time on the challenge had used the application, and that the group of children that had used the application showed a faster average time for passing the challenge than the children who had not used the application. Even though some indicative patterns did emerge through our analysis of the collected data no definitive conclusions could be drawn regarding transfer of skills between the semiotic domains ?digital games? and ?non-digital instruments?.