ABSTRACT
This chapter focuses on the various ways music communicates, engages, and establishes environments with players. It suggests that reframing the way we think about teaching music theory in higher education—by imagining we are designing an role-playing game instead of a course syllabus—could potentially improve the learning experience of our students. The chapter outlines some of the research in psychology and education on the topics of motivation and engagement, particularly the work of Deci, Ryan, and Rigby. It introduces some of the blossoming studies in video game research that investigate the psychological and philosophical role between games and learning. The chapter outlines some key concepts from this research and how it can be applied in music theory course designs and classrooms. It explores ways to incorporate these design elements into the music theory classroom. Specifications grading is only one option for assessment that may help encourage more motivation in music theory classes.
