ABSTRACT
When considering the potential of technology for musical engagement, teaching, and learning, music educators can acknowledge a range of contexts and ways of being musical to inform their practice. Video games offer a compelling locus for musical experience and engagement. Video games are digital, interactive, and immersive multimedia or intermedia that people play, and often in a social context. Characteristics of play, interactivity, immersion, and social engagement are critical to understanding the popularity of video games in contemporary society and their potential in music education. Video games are not simply media objects, but designed experiences with rules and mechanics which create systems that often invite problem solving, creative and critical thinking, and meaning making (Squire, 2006).
