Volume 13, Issue 8 (August 2026), Pages: 234-245

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 Original Research Paper

Investigating the effects of game-based learning on cognitive development and motivation in classical music appreciation among university students in Hebei

 Author(s): 

Xie Lingling, Tan Wee Hoe *

 Affiliation(s):

Faculty of Social Sciences and Liberal Arts, UCSI University, Kuala Lumpur, Malaysia

 Full text

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 * Corresponding Author. 

   Corresponding author's ORCID profile:  https://orcid.org/0000-0001-7582-2859

 Digital Object Identifier (DOI)

 
https://doi.org/10.21833/ijaas.2026.08.023

 Abstract

This study investigated the effects of game-based learning on cognitive development and motivation in classical music appreciation among university students in Hebei Province, China. Using a quantitative research design and structural equation modeling, the study examined data collected from 368 undergraduate students across five universities, including students majoring in art-related fields and those taking music appreciation as an elective course. The research explored how game-based learning influences cognitive development and intrinsic motivation, with particular attention to the mediating role of social support. The results demonstrated that game-based learning significantly enhances cognitive development and intrinsic motivation through both direct and indirect pathways. The study revealed that social support plays a crucial mediating role in translating cognitive development into enhanced motivation. Additionally, the research revealed distinct patterns between art-related majors and students from other disciplines in their responses to game-based learning approaches. These findings contribute to the understanding of educational technology in music education and provide practical insights for implementing game-based learning in classical music appreciation courses. The study’s comprehensive theoretical framework offers valuable guidance for educators and researchers in designing effective learning environments that integrate technological innovation with traditional music education.

 © 2026 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

Game-based learning, Classical music education, Cognitive development, Intrinsic motivation, Social support

 Article history

Received 2 December 2025, Received in revised form 18 May 2026, Accepted 26 August 2026

 Acknowledgment

The authors thank the course instructors at the participating universities in Hebei Province for facilitating data collection, and all students who voluntarily participated in this study. 

 Compliance with ethical standards

 Ethical considerations

All participants provided written informed consent prior to participation and were advised of their right to withdraw at any time. Data were anonymized and stored securely. No personal identifying information was collected. The study posed minimal risk to participants, as it involved only a self-administered questionnaire on learning experiences and perceptions. 

 Citation:

Lingling X and Hoe TW (2026). Investigating the effects of game-based learning on cognitive development and motivation in classical music appreciation among university students in Hebei. International Journal of Advanced and Applied Sciences, 13(8): 234-245

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