Emotional Training and Modification of Disruptive Behaviors through Computer-Game-Based Music Therapy in Secondary Education
Source abstract
Abstract
Music education research has shown interest in music therapy for integral development of the person, both in their performance and academic knowledge and in their personality. This project aims to analyze the benefits of music therapy in the comprehensive training of students with disruptive behaviors (n = 6). Tests designed by Gallego, Alonso, Cruz, and Lizama (1999) were conducted to assess emotional intelligence, which showed very low results. A series of activities were designed based on the use of the music videogame Musichao, the curricular content of which was adapted for this pilot experience. Subsequently, the emotional intelligence tests were applied again to determine the effectiveness of the teaching experience. The results indicate that, with the use of this videogame, significant improvements were obtained, both in the development of multiple intelligences and in self-motivation, self-awareness, self-control, and more specifically, in social skills, minimizing behaviors that were classified as inappropriate and/or aggressive, and becoming more skilled in their interactions with the surrounding environment.
Source: crossref · Quality: baseline
Research context
OpenAlex topics: Neuroscience and Music Perception · Diverse Music Education Insights · Health and Lifestyle Studies
SciVX discovery tags are terminology-based. OpenAlex topics are source-provided classifications.
Affiliations
Department of Specific Didactics and Research Methods and Diagnosis in Education, University of Coruña, 15071 A Coruña, Spain
Department of Music Didactics, Universidad Internacional de La Rioja, 26006 Logroño, Spain
References (100+)
Show source-provided references
1. Music to my ears: The (many) socioeconomic benefits of music training programmes10.1080/13504851.2010.517187 ↗
2. Exploring the academic and psychosocial impact of El Sistema-inspired music programs within two low socio-economic schools10.1080/14613808.2015.1056130 ↗
3. ‘To be heard’: The social and mental health benefits of choir singing for disadvantaged adults10.1177/0305735611430081 ↗
4. Moved by music: A typology of music listeners10.1177/0305735610370223 ↗
5. Stige, B., Ansdell, G., Elefant, C., and Pavlicevic, M. (2016). Where Music Helps: Community Music Therapy in Action and Reflection, Routledge.10.4324/9781315084084 ↗
6. The origins of music in auditory scene analysis and the roles of evolution and culture in musical creation10.1098/rstb.2014.0089 ↗
7. Musical Training as a Framework for Brain Plasticity: Behavior, Function, and Structure10.1016/j.neuron.2012.10.011 ↗
8. Brain Structures Differ between Musicians and Non-Musicians10.1523/JNEUROSCI.23-27-09240.2003 ↗
9. Musicians react faster and are better multisensory integrators10.1016/j.bandc.2016.12.001 ↗
10. Musicians have enhanced audiovisual multisensory binding: Experience-dependent effects in the double-flash illusion10.1007/s00221-016-4705-6 ↗
11. Davis, W.B., Gfeller, K.E., and Thaut, M.H. (2000). Introducción a la Musicoterapia: Teoría y Práctica, Boileau Editions.
12. Does music training enhance working memory performance? Findings from a quasi-experimental longitudinal study10.1177/0305735612471239 ↗
13. Effect of skill training on working memory capacity10.1016/j.learninstruc.2007.02.010 ↗
14. Music training increases phonological awareness and reading skills in developmental dyslexia: A randomized control trial10.1371/journal.pone.0138715 ↗
15. Harvey, A.R. (2017). Music, Evolution, and the Harmony of Souls, Oxford University Press.10.1093/acprof:oso/9780198786856.001.0001 ↗
16. Music enrichment programs improve the neural encoding of speech in at-risk children10.1523/JNEUROSCI.1881-14.2014 ↗
17. Hallam, S., Cross, I., and Thaut, M. (2016). Pathways to the study of music composition by preschool to precollege students. The Oxford Handbook of Music Psychology, Oxford University Press. [2nd ed.].10.1093/oxfordhb/9780198722946.013.41 ↗
18. Beyond music: Emotional skills and its development in young adults in choirs and bands10.1177/0255761419853634 ↗
19. Revisiting the association between music lessons and intelligence: Training effects or aptitude?10.1016/j.intell.2017.03.005 ↗
20. Group music training and children’s prosocial skills10.1371/journal.pone.0141449 ↗
21. Music training and psychological well-being among early adolescents in Hong Kong
22. It’s better together: The psychological benefits of singing in a choir10.1177/0305735615624976 ↗
23. Sunderland, N., Lewandowski, N., Bendrups, D., and Bartleet, B.L. (2018). Social and Applied Psychological Explorations of Music, Health and Well-Being. Music, Health and Wellbeing. Exploring Music for Health Equity and Social Justice, Palgrave MacMillan UK. [1st ed.].10.1057/978-1-349-95284-7 ↗
24. The Psycho-Neurologic Implications in Musical Phenomenon: Music and Personal Development10.4236/psych.2019.108078 ↗
25. Hallam, S. (2016). The Impact of Actively Making Music on The Intellectual, Social and Personal Development of Children and Young People: A Summary. Voices World Forum Music Ther., 16.10.15845/voices.v16i2.884 ↗
26. Hallam, S. (2015). The Power of Music, International Music Education Research Centre (iMERC).
27. WFMT (2019, September 07). Spanish Federation. Available online: http://feamt.es/que-es-la-musicoterapia/.
28. Efectos de la musicoterapia en el trastorno de espectro autista
29. Os efeitos psicofisiológicos da musicoterapia no tratamento de crianças com Transtorno do Espectro Autista
30. La improvisación como recurso en musicoterapia. Estudio de caso único de un niño escolarizado en un aula TEA
31. De la médiation musicothérapique dans la prise en charge des troubles du spectre autistique chez l’enfant: Évaluation, processus et modélisation10.3917/psye.621.0147 ↗
32. Integrating Positive Psychology and Elements of Music Therapy to Alleviate Adolescent Anxiety10.1177/1049731518773423 ↗
33. Music therapy for children and adolescents with behavioural and emotional problems: A randomised controlled trial10.1111/jcpp.12656 ↗
34. A preliminary investigation of a school-based musical theater intervention program for children with intellectual disabilities10.1177/1744629517699334 ↗
35. Kossyvaki, L., Papadakis, G., and Curran, S. (2018, January 20–22). Using technology-mediated music-making at school with children with autism and intellectual disabilities: A participatory multidisciplinary approach. Proceedings of the 8th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion (DSAI 2018), Thessaloniki, Greece.10.1145/3218585.3218662 ↗
36. Musicoterapia e integración social en menores infractores. Un estudio de casos
37. Cardoso Felício, J.M. (2015). A Musicoterapia como Instrumento de Intervençao na Reinserçao Social de Jovens Delinquentes Institucionalizados. [Ph.D. Thesis, Universidad de Sevilla].
38. Efficacy of Music Therapy and Bibliotherapy as Interventions in the Treatment of Children with EBD: A Literature Review
39. Efectos de la Musicoterapia en las relaciones sociales de grupos de adolescentes en un centro educativo10.5209/RECIEM.53627 ↗
40. Evaluation of a Music Therapy Social Skills Development Program for Youth with Limited Resources10.1093/jmt/thy007 ↗
41. American Psychiatric Association (2013). DSM5®. Diagnostic and Statistical Manual of Mental Disorders, American Psychiatric Association. [5th ed.].10.1176/appi.books.9780890425596 ↗
42. World Health Organization (WHO) (2016). ICD-10 (International Statistical Classification of Diseases and Related Health Problems, World Health Organization. [5th ed.]. 10th rev.
43. (2019, September 09). Trastornos de Conducta, Según el DSM-5. Available online: https://online.ucv.es/resolucion/trastornos-de-conducta-segun-el-dsm-5/.
44. Group Music Therapy as a Preventive Intervention for Young People at Risk: Cluster-Randomized Trial10.1093/jmt/thx002 ↗
45. Aprendizaje socioemocional en la adolescencia a través de la musicoterapia
46. “Being a bully isn’t very cool…”: Rap & Sing Music Therapy for enhanced emotional self-regulation in an adolescent school setting—A randomized controlled trial10.1177/0305735617719154 ↗
47. Las habilidades sociales y el comportamiento infractor en la adolescencia
48. Musicoterapia en el aula: Estudio sobre su uso en Educación Secundaria Obligatoria
49. Goleman, D. (1996). Inteligencia Emocional, Kairos.
50. Johnson, L., Adams, S., and Haywood, K. (2011). The NMC Horizon Report: 2011 K-12 Edition, New Media Consortium.
51. La gamificación en la educación superior: Una revisión sistemática
52. Retos de los juegos educativos
53. Álvarez-León, L., García-Tahoces, P., and Macías-Conde, E. (2012, January 14–16). Con los juegos también se educa: Un enfoque educativo de los juegos de La Oca y El Parchís. Proceedings of the Edutec 2012, Las Palmas de Gran Canaria, Spain.
54. Aedo, I., Cuevas, P., and Fernández, C. (2002, January 8–10). Generación de Juegos Educativos Adaptativos. Proceedings of the III Congreso Internacional de Interacción Persona-Ordenador (Interacción 2002), Leganés, Spain.
55. De Freitas, S. (2006). Learning in Immersive Worlds: A Review of Game-Based Learning, Joint Information Systems Committee.
56. Juegos educativos. FyQ Formulación10.25267/Rev_Eureka_ensen_divulg_cienc.2010.v7.i2.07 ↗
57. Prominent theories in learning disabilities and implications for music therapy methodology10.1093/mtp/2.1.9 ↗
58. Wigram, A.L., Bonde, L.O., and Pedersen, I.N. (2005). Guía Completa de Musicoterapia, Agruparte.
59. Schwabe, C., and Haase, U. (1998). Die Sozialmusiktherapie, Akademie für angewandte Musiktherapie Crossen.
60. García-Peñalvo, F.J. (2016, January 2–4). ICT as an interdisciplinary learning platform of Mathematics, Music and Arts in Secondary Education. Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM ’16), Salamanca, Spain.
61. Analysis of the use of ICT through music interactive games as educational strategy10.1016/j.sbspro.2017.02.109 ↗
62. Stegemann, T. (2013). Stress, Entspannung und Musik—Untersuchungen zu Rezeptiver Musiktherapie im Kindes- und Jugendalter. [Ph.D. Thesis, Institut für Musiktherapie der Hochschule für Musik und Theather].
63. Effects of music therapy and music-based interventions in the treatment of substance use disorders: A systematic review10.1371/journal.pone.0187363 ↗
64. Longitudinal academic outcomes predicted by early adolescents’ subjective well-being, psychopathology, and mental health status yielded from a dual factor model10.1080/17439760.2010.536774 ↗
65. Gallego, D.J., Alonso, C.M., Cruz, A., and Lizama, L. (1999). Implicaciones Educativas de la Inteligencia Emocional, UNED.
66. Emotional Intelligence. Imagination10.2190/DUGG-P24E-52WK-6CDG ↗
67. Llacuna, J., and Pujol, L. (2004). La Conducta Asertiva como Habilidad Social, Albor-COHS.
68. ICTs and Music in Generic Learning Disabilities10.3991/ijet.v12i04.6588 ↗
69. Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning10.1016/j.chb.2015.07.045 ↗
70. Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation10.1016/j.compedu.2008.06.004 ↗
71. Factores de riesgo del abandono escolar desde la perspectiva del profesorado de Educación Secundaria Obligatoria en Andalucía
72. Fernández Enguita, M., Mena, L., and Riviere, J. (2010). Fracaso y Abandono Escolar en España. Colección Estudios Sociales, n° 29, Fundación “la Caixa”.
73. Coord, A.T. (2015). Las políticas contra el abandono escolar en Cataluña: Un análisis comparado del concepto de éxito escolar. Políticas de Lucha Contra el Abandono Escolar en España, Síntesis.
74. Students’ Sense of Belonging in Technical/Vocational Schools Versus Academic Schools: The Mediating Role of Faculty Trust in Student
75. Tarabini, A., and Montes, A. (2015). La agenda política contra el abandono escolar prematuro en España: La LOMCE contra las evidencias internacionales. Av. Supervisión Educ., 1–20.
76. Meta-análisis e Intervención Psicosocial basada en la evidencia
77. Combining effect size estimates in meta-analysis with repeated measures and independent-groups designs10.1037/1082-989X.7.1.105 ↗
78. Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences, Lawrence Erlbaum Associates. [2nd ed.].
79. Gardner, H. (1994). Frames of Mind. The Theory of Multiple Intelligences, Basic Books.
80. Fundamentos psicopedagógicos de las inteligencias múltiples
81. Inteligencias múltiples y rendimientos en estudiantes de un centro integrado de música
82. Las inteligencias múltiples en el aula de clases
83. Videojuegos: Incentivos Multisensoriales Potenciadores de las Inteligencias Múltiples en Educación Primaria
84. Using mobile console games for multiple intelligences and education10.1504/IJMLO.2012.050047 ↗
85. The Study on the Effect of Educational Games for the Development of Students’ Logic-mathematics of Multiple Intelligence10.1016/j.phpro.2012.05.280 ↗
86. Payton, R. (2019). Music Therapy Effects on Social-Communicative Response of Children with Autism Spectrum Disorder. [Ph.D. Thesis, Walden University].
87. Ability emotional intelligence, depression, and well-being10.1177/1754073916650494 ↗
88. The relation between emotional intelligence and subjective well- being: A meta-analytic investigation
89. Inteligencia emocional percibida, bienestar subjetivo, estrés percibido, engagement y rendimiento académico en adolescentes10.1387/RevPsicodidact.14887 ↗
90. Effects of Emotional Intelligence and Selfleadership on Students’ Coping with Stress10.2224/sbp.2016.44.5.853 ↗
91. Relationship between emotional intelligence and aggression: A systematic review10.1016/j.avb.2014.07.007 ↗
92. Relating emotional intelligence to social competence and academic achievement in high school students
93. Rodríguez García, G.A. (2018). Eficacia del Programa de Inteligencia Emocional Intensivo (PIEI) en la Inteligencia Emocional y la Conducta Prosocial de Alumnos de la ESO. [Ph.D. Thesis, Universidad Complutense de Madrid].
94. Relación de las habilidades sociales con la ansiedad social y los estilos/trastornos de la personalidad
95. Relación entre la Ansiedad Social y las Dimensiones de la Personalidad en Adolescentes Españoles10.21865/RIDEP46.1.06 ↗
96. El clima social del aula entre los alumnos repetidores con sus compañeros a través de Agent SocialMetric
97. Repercusiones forenses de los trastornos disruptivos, del control de los impulsos y de la conducta
98. Evaluación de un Programa de Intervención para Disminuir el Acoso Escolar y la Conducta Disruptiva
99. Comportamiento prosocial y agresivo en niños: Tratamiento conductual dirigido a padres y profesores10.1016/j.aipprr.2017.03.005 ↗
100. Clouder, C., Pedersen, C.S., Madrazo, C., Boland, N., Antognazza, D., and Fernández-Berrocal, P. (2015). Social and Emotional Education. An International Analysis. Fundación Botín Report 2015, Fundación Botín.