The CrazySquare Project: A Technological Pedagogical Content

Knowledge Solution

Federica Caruso

, Sara Peretti

, Lara Corbacchini

, Carlo Centofanti

and Alessandro D’errico

Department of Information Engineering, Computer Science and Mathematics, University of L’Aquila, L’Aquila, Italy

Center of Excellence DEWS, University of L’Aquila, Italy

Conservatorio Statale di Musica "Bonporti", Trento, Italy

alessandro.derrico@student.univaq.it

Keywords:

Music Education, Playing Guitar, Pre-adolescents, Technology-enhanced Learning, TPACK.

Abstract:

The aim of this paper is to present the current status of the CrazySquare project, a research and develop-

ment project aiming at realizing an ICT support system for playing guitar within Italian middle schools. The

CrazySquare project follows an iterative process based on the TEL-oriented UCD approach. Currently, we

are designing the user-based evaluation of the second iteration. Differently from the ﬁrst iteration, which pro-

duced a prototype aimed at digitalizing the paper and pencil CrazySquare procedure, the current iteration aims

at developing an ICT learning tool including some gamiﬁcation elements, such as rewards, points, levels, and

immediate feedback.

1 INTRODUCTION

“Music is a universal language of mankind" (Longfel-

low, 1857). Across different cultures, music is a

transversal concept; everybody in the world listens

to music every single day. Music education deals

with three speciﬁc learning domains: the psychomo-

tor domain, the cognitive domain, and the affective

domain (Pearce and Rohrmeier, 2012). In particular,

musical learning (musical education and learning to

play musical instruments) enhances a wide range of

cognitive and affective functions, such as language

and social cognition (Pearce and Rohrmeier, 2012;

Miendlarzewska and Trost, 2014). For this reason,

playing musical instruments improves the cognitive

skills. Nevertheless, learning to play musical instru-

ments is not an intuitive and automatic task; in fact,

many people consider this a challenging task that re-

quires a lot of time and adequate guidance (Hallam

and Creech, 2010; Miendlarzewska and Trost, 2014).

Indeed, these issues are also highlighted by the De-

cree Law no. 201/99 that organized the musical ac-

tivities in Italian Middle School (Decree law no. 201,

1999). The decree explicitly describes the musical ed-

ucation skills that students should achieve at the end

of Middle School (melody, harmony, rhythm, tim-

bre, dynamic, agogic, and instrumental skills). Fur-

thermore, the adequately controlled adoption of tools

made available by modern technologies is deﬁned to

be methodologically effective. Although the (Decree

Law no 201, 1999) points out that one of the main ob-

jectives of musical education is to guarantee musical

literacy and the internalisation of sounds, (1) no spe-

ciﬁc guidelines are provided in terms of which ped-

agogical approaches and technological tools should

be applied to achieve the cognitive and instrumental

skills and (2) no speciﬁc guidelines on the technolog-

ical tools could be used to achieve these skills.

Based on these premises, this study aims at pre-

senting an ICT learning tool, namely CrazySquare,

for playing the guitar in Italian educational system,

with a game-based approach. CrazySquare is dedi-

cated to the guitar since it is one of the most pop-

ular musical instrument in Middle Schools. To pro-

vide a “way" to effectively integrate the technol-

ogy into teaching activities, the CrazySquare project

is underpinned by the TPACK (Technological Ped-

agogical Content Knowledge) framework, a model

of technology-based instruction proposed by (Mishra

and Koehler, 2006). It is a cornerstone, quoted in

Google Scholar almost 9180 times. According to this

framework (see Figure 1), primary forms of knowl-

edge are:

• Content Knowledge (CK): all cognitive and in-

strumentals skills described by (Decree law no.

201, 1999);

Caruso, F., Peretti, S., Corbacchini, L., Centofanti, C. and D’errico, A.

The CrazySquare Project: A Technological Pedagogical Content Knowledge Solution.

DOI: 10.5220/0009837906550662

In Proceedings of the 12th International Conference on Computer Supported Education (CSEDU 2020), pages 655-662

ISBN: 978-989-758-417-6

655

Figure 1: TPACK Framework.

• Pedagogical Knowledge (PK): e.g. construc-

tivism and learning by doing approaches used

in the traditional education setting (Koehler and

Mishra, 2008);

• Technological Knowledge (TK): all digital tools

available to teachers.

Intersecting these primary forms, secondary forms de-

rive: PCK, TCK, and PTK. We focus on:

• Pedagogical Content Knowledge (PCK):

among several pedagogical theories to musical

education, the Musical Learning Theory (MLT)

by Gordon (2007) is the theory that gives most

importance to the internalisation of sounds,

through audiation (musical thinking). Moreover,

it is among the most established theories for mu-

sic education, used both for very young children

and pre-adolescents;

• Technological Content Knowledge (TCK): it

refers to all ICT solutions for music education. As

mentioned, we focus on guitar-oriented solutions

given the speciﬁc context of use discussed later

on.

In turn, intersecting TCK, PTK, and PCK, the TPACK

form appears:

• Technological Pedagogical Content Knowledge

(TPACK): from an analysis of currently avail-

able ICT-tools for music education, it seems that

none of them could be framed in this space. In-

deed, they do not clearly refer to a well-deﬁned

and valid musical pedagogical theory and to the

concept of internalisation of sounds. More details

about the analysis of existing tools in this ﬁeld

of education can be found in (Di Mascio et al.,

2020).

The CrazySquare project goes in this direction, by

proposing an innovative ICT tool inspired by Gor-

don’s MLT which could ﬁll de facto the TPACK

space.

This paper is structured as follows: the pedagog-

ical and methodological underpinnings are presented

in Section 2, while in Section 3, the CrazySquare pro-

cedure is outlined and speciﬁed; in Section 4 the cur-

rent status of the CrazySquare project is presented,

while in Section 5 conclusion and future works are

described.

2 PEDAGOGICAL AND

METHODOLOGICAL

UNDERPINNINGS

This section aims at describing the pedagogical and

methodological underpinnings of CrazySquare; the

key foundations of the Gordon’s Music Learning

Theory, in Subsection 2.1, inspiring the teaching

activities of CrazySquare; the TEL-oriented UCD

design approach that guarantees the compliance of

CrazySquare as an ICT learning tool with Gordon’s

MLT, in Subsection 2.2.

2.1 Gordon’s Music Learning Theory:

Key Foundations

The core of Gordon’s MLT is the Audiation, that

“takes place when we hear and comprehend music

for which the sound is no longer or may never have

been present. One may audiate when listening to mu-

sic, performing from notation, playing «by ear», im-

provising, composing, or notating music” (Gordon,

2007). The “audiation theory" is composed of eight

types of audiation (e.g., “listening to", “reading",

etc.). The conceptual basis of any type of audiation

is that musical thought and language should develop

in parallel (Gordon, 2007; Schellenberg, 2019). Un-

derlying this concept are Gordon’s ideas of musical

aptitude and musical achievement. The author high-

lights the distinction between them, where the former

represents one’s potential to learn to audiate, whereas

the latter represents, among other things, what one

has learnt to audiate. CrazySquare project mirrors

these two concepts. In this study, we referred to the

Gordon’s MLT formal education that is indicated for

the teaching of music at school age, since the tar-

get users of CrazySquare are pre-adolescents (11-14).

The formal education has the goal to achieve inter-

nalisation of sounds (audiation) ﬁrst and then musi-

cal literacy; once the students have developed audia-

tion skills, they acquire musical literacy, as also un-

derlined by (Decree law no. 201, 1999). To achieve

these objectives, Gordon proposes a method that is

structured into two main stages of learning through

CSME 2020 - Special Session on Computer Supported Music Education

656

which students’ individual progress is assessed. The

stages are (1) discriminatory learning and (2) infer-

ence learning. Discriminatory learning is the ability

to determine whether two elements are the same or

not based on direct guidance by the teacher. While

in inference learning, students take an active role in

their own education and learn to identify, create, and

improvise unfamiliar patterns. These stages are in-

terrelated and each adds complexity to its associated

task (Dorfman, 2013). Indeed, for each main stage

of learning, Gordon (Gordon, 2007) describes tasks

deﬁned stepwise movements that are listed in Figure

The Gordon MLT has been chosen as the so men-

tioned PCK, since it is based on the audiation that is

de facto the internalisation of sounds deﬁned in (De-

cree law no. 201, 1999). According to Gordon MLT,

the achievement of the audiation is obtained through

the formal education and according to (Decree law no.

201, 1999) the internalisation of sounds is achieved

by acquiring both cognitive skills and instrumental

skills. This mapping has been reported in Figure 2.

Our choice comes from the fullness of the table. Note

that empty spaces of table can be fulﬁlled through the

“bridging” back and forth between stepwise move-

ments, yet deﬁned in the Gordon MLT.

2.2 TEL-oriented UCD

The CrazySquare project follows an iterative process

based on the TEL-oriented UCD approach (see Fig-

ure 3) (Di Mascio et al., 2016). This methodology

expands the traditional iterative user-centred design

approach to emphasise the necessity of designing in

parallel both a psycho-pedagogical stimulation plan

and the system modules realising it in a context of mu-

tual dependency, along with the choice of a psycho-

pedagogical assessment strategy. Given its nature,

following this design methodology enables to design

an effective ICT learning tool compliant with the ped-

agogical underpinnings described above.

Indeed, jointly to the identiﬁcation of needs,

(Di Mascio et al., 2016) puts the identiﬁcation of

learners; jointly to speciﬁcation of the context of use,

puts the identiﬁcation and speciﬁcation of psycho-

pedagogical assessment strategy; jointly to the spec-

iﬁcation of requirements, puts the deﬁnition of the

psycho-pedagogical plan; jointly to the evaluation of

the prototyping solution, puts the evaluation of the

psycho-pedagogical solution; jointly to the realisation

of the system solution, puts the realisation of psycho-

pedagogical solution. The step related to the design

of prototyping solution has not been changed.

3 CrazySquare AS TPACK

SOLUTION

As mentioned, students have to achieve cognitive and

instrumental skills. CrazySquare proposes to gain

them by acquiring four main skills (from now denoted

as A, B, C, D). These skills are deﬁned as follows:

• A. Perceive and maintain the pulsation for prede-

ﬁned Beats Per Minute (BPM) value;

• B. Recognize and execute by reading a sequence

of rhythmic symbols;

• C. Play with the instrument musical notes, artic-

ulating them through a reading of rhythmic sym-

bols;

• D. Execute a change of musical note at different

speeds.

In particular, A, B, C, and D are achieved by acquir-

ing competencies of two levels of difﬁculty (base and

advanced), from now on denoted by I and II. The de-

scription of each competency is reported in the 4

row of Figure 4.

Since the chosen PCK is the Gordon MLT,

CrazySquare proposes to achieve A, B, C, and D by

performing stepwise movements, as reported in Fig-

ure 4. For example, the activities related to the com-

petency B

refers to several stepwise movements pro-

vided by both learning stages (e.g., partial synthesis

and theoretical understanding).

Moreover, it is worth pointing out that there is a

mutual dependency between skills and competencies,

i.e. it is impossible to teach a skill without some com-

petency of another skill. In the speciﬁc, the linear

learning path through competencies is A

, A

, B

, C

, B

, C

, D

At this stage of the project, CrazySquare mir-

rors some stepwise movements of Gordon’s learning

stages, as shown in Figure 4. At the end of TEL-

oriented UCD process, all stepwise movements will

be covered.

4 THE CrazySquare PROJECT

In this section, we present the current status of the

CrazySquare project; the section is structured accord-

ing to main steps of the TEL-oriented UCD schema.

4.1 Identifying Learners and Their

Needs

The CrazySquare project addresses pre-adolescents

(11-14 years old) who generally approach music and

The CrazySquare Project: A Technological Pedagogical Content Knowledge Solution

657

Figure 2: Mapping between Gordon’s MLT formal education and learning objectives depicted by the Decree Law (Decree

law no. 201, 1999).

Figure 3: The TEL-oriented UCD schema.

guitar simultaneously for the ﬁrst time and in a profes-

sional way since this is the age of students attending

Middle School. According to (Decree law no. 201,

1999), the main need of the above mentioned students

is to acquire musical literacy through the internalisa-

tion of sounds, as described extensively in Subsec-

tion 2.1. Moreover, there is the need to support learn-

ers in this challenging learning practice in order to

keep their interest and motivation high, especially in

the early stages. Indeed, the ﬁrst months of learning

are the most difﬁcult, given the lack of knowledge of

music theory. Therefore students often feel discour-

aged and bored, because they would immediately start

playing the musical instrument. From an investigation

of literature, it emerges that different strategies are ad-

dressing this issue all sharing the incorporation of cer-

tain concepts typical of video games, thanks to such

as the video game medium, the motivation of play-

ers and their deep engagement while playing (Denis

and Jouvelot, 2005). Consequently, the adoption of

a gamiﬁed approach seems to be a successful choice

to increase motivation in learners, performance and

aptitude toward the course (Margoudi et al., 2016).

We have summarised these learners’ needs as fol-

lows: (1) Acquisition of musical literacy, (2) Gami-

ﬁed learning experience, and (3) Adaptive and moti-

vating learning path.

Moreover, it is worth pointing out that they are un-

deraged learners who belong to the generation of dig-

ital natives; we have to meet their needs, aptitudes,

and preferences. They use technology as a natural

and easy concept; recent statistical data collected by

ISTAT

in Italy conﬁrm this (ISTAT, 2018). For ex-

ample, in 2018, the 85.8% of people aged between

11-17 used a mobile phone daily, the 72% of peo-

ple in the same age group surf the Internet every day

ISTAT - Italian National Institute of Statistics

CSME 2020 - Special Session on Computer Supported Music Education

658

Figure 4: Mapping between Gordon’s MLT formal education and CrazySquare.

and Internet access is strongly driven by the spread of

smartphones. Furthermore, given their age, there is a

need to ensure full compliance with normative on in-

formation society services to users and their relatives,

namely the article 8 of General Data Protection Reg-

ulation “Conditions applicable to child’s consent in

relation to information society services” (EU-GDPR

– Art. 8, 2016).

4.2 Identifying and Specifying the

Context of Use and the

Psycho-pedagogical Assessment

Strategy

The learners could interact with CrazySquare ICT

learning tool in two main environments: in the class-

room, as a support during the teaching activities, and

at home, as a support of homework activities. Both

planned environments are indoor; we suggest that

they should be free of distractions and loud noises,

to facilitate learners’ concentration and, consequently,

the full accomplishment of assigned tasks.

As to the psycho-pedagogical assessment strategy,

CrazySquare is grounded on gamiﬁcation ideas of

learning through gaming, training via iteration and

rewarding structures to foster learning. Each learn-

ing experience consists of a series of gamiﬁed learn-

ing exercises, mirroring the two main concepts of mu-

sic aptitude and music achievements as introduced by

Gordon in (Gordon, 1989). In particular, the level of

musical aptitude is a crucial concept that should be

taken into account; students with low music aptitude

should not become frustrated by the difﬁculty of the

proposed exercises, whereas students with high music

aptitude should not become bored by the simplicity

of the proposed exercises. Consequently, with adher-

ence to the CrazySquare procedure, we have deﬁned

a gamiﬁed Musical Skill Learning Model that should

hence be capable of embedding the key foundations

of Gordon’s MLT, namely MuS-LM. More details

about this model and its design process can be found

in (Di Mascio et al., 2020). MuS-LM is grounded

on the following general founding principle: Students

have to achieve musical skills including competen-

cies through learning paths composed of “experience

blocks" of homogeneous exercises according to their

musical aptitude and achievement. Indeed, each com-

petency has its practice space made by one or more

experience blocks including mandatory and optional

sub-blocks; each of these represents a set of exer-

cises (i.e.learning and relaxing mini-games) which

are targeted at the acquisition of the relevant compe-

The CrazySquare Project: A Technological Pedagogical Content Knowledge Solution

659

tency. Learning mini-games could be performed with

an instrument (voice/hand or guitar), with a system

aid (e.g.acoustic and visual metronome); instead, re-

laxing mini-games represent de facto the last expe-

rience of each sub-block. These latter have a dual

aim: (1) lowering the cognitive load preventing its

overload, (2) entertaining learners with riddles and

quizzes. Generally, mini-games related to an optional

sub-block have a higher level of difﬁculty compared

to those in the neighbouring mandatory sub-block.

An example of a competency practice space is shown

in Figure 5.

More details about learning and relaxing mini-

games, and also as concerning their gamiﬁcation as-

pects, can be found in (Caruso et al., 2019).

Figure 5: A

Practice Space made by a single experience

block.

4.3 Deﬁning the Psycho-pedagogical

Plan and the System Requirements

The psycho-pedagogical plan is strictly related to the

performance obtained by learners (from now denoted

with P) and concepts of musical achievement and ap-

titude.

Each sub-block can be passed with a certain grade

of performance (i.e., Low, Medium, and High). Until

performance remains below a given threshold (P=L)

the sub-block has to be repeated, while the perfor-

mance of a medium grade (P=M) unlock the follow-

ing mandatory block; high grade of performance also

unblocks optional sub-block. An experience block

can be passed if the learners passed all its mandatory

sub-blocks with at least a medium grade of perfor-

mance.

According to these premises, each competency is

achieved by traversing a path in its practice space.

This learning path is not predeﬁned for each learner

and mirrors his/her musical achievement and aptitude;

e.g., the number of optional sub-blocks disclosed and

passed could be a metric for learner’s level of musical

aptitude.

Figure 6 shows all possible paths through sub-

blocks belonging to the single experience block of

competency A

; being a simpliﬁcation of Figure 5,

lighter squares on the left represent mandatory sub-

blocks, while darker squares on the right are optional

sub-blocks.

Figure 6: A

- All possible paths inside the Practice Space,

according to the grade of performance obtained in each sub-

block.

With regard to system requirements, the outcomes of

previous steps lead to their speciﬁcation, which mir-

rors:

• The characteristics of learners, such as their

needs, aptitudes, preferences and knowledge;

• The psycho-pedagogical assessment strategy and

plan which have been deﬁned according to the

CrazySquare procedure;

• The speciﬁed context of use.

Both functional and non-functional requirements

have been deﬁned and the current prototyping solu-

tion fulﬁls most of them.

Main functional requirements are:

1. The System shall allow a non-registered user

to create a new account; otherwise, to login in

his/her account;

2. The System shall provide to each user a gamiﬁed

learning experience appropriate to his/her learn-

ing path;

3. The System shall take as input sounds made by

the users and recognise musical notes played by a

guitar.

4. The System shall register all performances ob-

tained by users playing with.

Main non-functional requirements are related to the

characteristics of learners; these are the following:

1. The System shall be a software application run-

ning on android mobile devices (i.e.tablet and

smartphone), with respect to users’ preferences

and aptitudes;

CSME 2020 - Special Session on Computer Supported Music Education

660

2. The System shall have a security control to let

only Parents perform the registration in the name

of their child/children, under regulations and

guidelines in force, e.g. (EU-GDPR – Art. 8,

2016);

3. The System shall provide a UX/UI appropriate

and adherent to main guidelines and design pat-

terns in force, e.g. (Nielsen, 2019);

4.4 Prototyping Solution

The current prototyping solution of CrazySquare is a

smartphone application designed to run only on An-

droid devices. The application has been designed fol-

lowing the psycho-pedagogical strategies and plan,

and it tries to meet the system requirements that have

been deﬁned.

To date, if a learner wants to start a learning ex-

perience via CrazySquare ICT-tool he/she must have

a personal account; the system provides a way to cre-

ate it by a two-step procedure: the ﬁrst dedicated to

the user, the second to his/her parents to get their

explicit consent. Once the learners have their ac-

count, they could start their personal gamiﬁed learn-

ing experience articulated as a path through differ-

ent mini-games in a way deﬁned in the previous sub-

sections. The GUI of the application has been de-

signed in according with needs, aptitudes and prefer-

ences of learners who CrazySquare addresses, com-

pliant with the main guidelines and suggestions in

the ﬁeld of pre-adolescents’ UX/UI design (Nielsen,

2019). Some screenshots of the current prototype of

CrazySquare are shown in Figure 7.

Figure 7: Some screens of the current prototype of

CrazySquare: two examples of mini-games.

From a technical point of view, we can also say that

the architecture of the application is built follow-

ing the three-tier pattern described in (Sommerville,

2016). As shown in Figure 8, the presentation and

logic tiers are deployed on the client-side, while the

data tier on the server-side.

Figure 8: CrazySquare prototyping solution - System archi-

tecture.

Moreover, the application has been implemented us-

ing Android Studio and exploits several libraries, such

as Tarsos-DSP and Android MIDI Library used, re-

spectively, for pitch detection and generating MIDI

ﬁles. More details about the overall aspects of the

current prototyping solution can be found in (Caruso

et al., 2019).

4.5 Evaluating the Psycho-pedagogical

and System Solution

To design CrazySquare, we collaborated with three

domain experts with background in music psycho-

pedagogy and two domain experts with background

in HCI and computer science. All domain-experts ex-

pressed positive impression and validated the efﬁcacy

of the psycho-pedagogy approach and the usability of

the system, after the 2 steps of 2 cycles of iteration.

Consequently, in the next future, the evaluation of

the current prototype with end users has been planned.

To this end, a between-groups design is proposed with

the following procedure. (i) The students, selected

from the ﬁrst year of Middle Schools, will be divided

into two groups, matched for age and sex. (ii) At

the start of musical teaching, both groups will be per-

forming two tests appropriate for their age, i.e. Musi-

cal Aptitude Proﬁle (MAP, (Gordon, 2001) that pro-

vides a base-line of musical aptitude and Intermedi-

ate Measures of Music Audiation (IMMA, (Gordon,

1986) that provides a base-line of musical achieve-

ment. (iii) One group will receive musical teaching

using CrazySquare’s psycho-pedagogical stimulation

via paper and pencil (six months); while the other

group will receive it using CrazySquare’s psycho-

pedagogical stimulation via ICT tool (six months).

(iv) After these months, both groups will be perform-

ing again the MAP and IMMA. (v) The statistical

analysis to evaluate the differences between groups on

performance, musical aptitude and musical achieve-

ment levels, will be carried out. Thus, it will be ver-

iﬁed whether the performance of students (including

musical aptitude and musical achievement) who use

CrazySquare ICT-tool is better than those who use the

paper-and-pencil version of CrazySquare.

The CrazySquare Project: A Technological Pedagogical Content Knowledge Solution

661

5 CONCLUSION AND FUTURE

WORKS

In this paper, we introduced and discussed the cur-

rent status of the CrazySquare project. It is a re-

search and development project aiming at realizing an

ICT support system for improving playing the gui-

tar within Italian Middle Schools. CrazySquare is

designed to the guitar instrument since it is one of

the most played in the context of Middle Schools.

The strength of the CrazySquare project, unlike the

currently available ICT-tools for music education, is

that it aims to guarantee the acquisition of the learn-

ing objectives that students should learn at the end

of Middle School, as planned by the decree (De-

cree law no. 201, 1999). This can be carried out

through a “construction process" since CrazySquare

is based on two cornerstones: (1) the TEL-oriented

UCD approach, (2) the TPACK framework. The for-

mer guarantees the compliancy of CrazySquare as

an ICT-learning tool with a well-deﬁned pedagogical

theory (Gordon’s MLT); the latter provides a model

of technology-based instruction, integrating pedagog-

ical and technological aspects to ensure the effective

use of technology in teaching activities. In this way,

CrazySquare could overcome the issues of the decree

(Decree law no. 201, 1999) related to the lack of ped-

agogical and technological guidelines to achieve the

learning objectives. Thus, it could be integrated into

classroom practices as a support during the musical

teaching activities and at home, as a support of home-

work activities. Overall, this paper provides a con-

tribution to design issues related to the music teach-

ing ﬁeld, and especially in the technology-enhanced

learning ﬁeld. In each step of the CrazySquare’s de-

sign, we have dealt with domain experts both in the

ﬁeld of psycho-pedagogy and HCI and computer sci-

ence. All domain experts expressed a positive opinion

and validated the efﬁcacy of the psycho-pedagogy ap-

proach and the usability of the system. In the next fu-

ture, the evaluation of the current prototype with end-

users has been planned, as detailed in Subsection 4.5.

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