Exploring the Use of Frets on Fire X (FoFiX) in Learning to Learn (L2L)

Abstract

Learning to Learn (L2L), a key competency for practicing lifelong learning, is seldom emphasized in formal education contexts. Supplementary constructivist activities like those in game-based learning methodologies may address this deficiency, as games can trigger the development of L2L skills among learners. This exploratory descriptive case study aimed to determine how Frets on Fire X (FoFiX), an open source music rhythm game, could be used to facilitate Learning to Learn (L2L) in non-education college students. The procedure of the learning activity was as follows: 1. Briefing the students on how to play the game; 2. Guided gameplay with a song chosen for its low difficulty; 3. Free play with students choosing which instruments and songs to play; 4. Synthesis of gameplay experiences with a learning facilitator through a group discussion. Learning principles were not introduced to the students prior to the activity. The group discussions were recorded and transcribed for analysis. From their gameplay experiences, students were able to describe techniques they used to learn to play the game. These techniques resembled practical applications of several learning theories and principles. Without a background on these theories and principles, however, the students did not identify these by name. The constructivist design of the learning activity may have helped the students realize practical learning principles from gameplay experiences. Some students also noted that the principles they derived from their experiences could be used in similar, real-life scenarios. The learning activity also functioned as a Preparation for Future Learning (PFL) assessment, a form of dynamic learning assessment that focuses on application and decision-making rather than on-demand performance.