DESIGN AND CONTENT VALIDATION OF BOMO-GAME: A GAMIFIED AND CULTURALLY RESPONSIVE MODULE FOR MONGOLIAN FOLK SONG AND BAMBOO FLUTE LEARNING

Authors: Meng Yi & Abdul Rahman Bin Safian

ABSTRACT

This research developed and verified the BOMO-GAME module, which is a gamified and culturally responsive teaching module for the learning of Mongolian folk songs and bamboo flutes. Gamification is most effective when game mechanics are effectively aligned with learning objectives and the cultural background of the nation, especially in the field of music education, as technical skills, emotional investment, identity recognition and cultural significance are closely linked. Meanwhile, culturally responsive teaching emphasizes integrating learners’ cultural references, life experiences and value systems into the curriculum and teaching. To address the issue of insufficient integration between students’ in-depth understanding of ethnic music culture and teaching, this study adopts a research method that combines module development and content verification. The research employs the Fuzzy Delphi Method (FDM) to obtain the consensus of experts on the core objectives and design elements of the module. The research results support the content validity of BOMO-GAME and indicate that it provides a culturally based and teaching content for Mongolian folk songs and bamboo flute instruction.

Keywords: Gamification Culturally responsive teaching Fuzzy Delphi method Music education Mongolian folk song and bamboo flute.

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