Games Structure

Games Basic Description

By Terry Treble
November 28, 2020

Game Stages (Types)

Each music learning game is designed to teach a specific musical concept, aimed at mastery and retention by the student.  They are designed to be simple, non-threatening, and fun.  Each game has several stages; Learn (tutor), Play (practice), Quiz (quantitatively assess mastery), Challenge (some games scores have no limit, allowing competition among all students worldwide), Review (retention of the concept by repeating the Quiz).   

 Game Concepts

Games assignments are organized by Level and Group.  They cover aural and visual Pitch, Rhythm, Melody, Chords, Scales, Memory Playing, Intervals, Melody, Staff, Symbols, Keyboard Elements, Pattern Playing, Musical Terms.  Individual games may be found through a hierarchical search (See All Games).


When a game is played all the way to the end a quantitative score is achieved and placed in individual student scores history.  Each game has a target score.  Achieving the target score on a Quiz generally indicates mastery of the concept.  Teachers and students may review the student scores history.  

If “generic students” are used, where multiple students use the same usernames and passwords, the score is recorded for the session but is meaningless, except to the extent it becomes a high-score for the username.

Learning Sequence

Of great benefit to students and teachers is the inclusion of named learning sequences.  These are explained in more detail (see Learning Sequences) below.  The primary sequences are Lifetime Musician (default), Solfege, and Evaluation.  Once a sequence is assigned to a student, upon entering the Student Dashboard the student can select his or her Assignment.  He or she will be presented with the next game set in the sequence that has not yet been completed.  Mixed into the sequence are additional learning elements, which can include text, video, audio, and awards. The Evaluation sequence is generally used to evaluate the proficiency of new students and determine areas of weakness game-playing could improve.

 Numbers [Background technical information}

In the data base each game set (of stages) is assigned a set number (e.g. GAM-0950), followed by the stage number (Learn=1, Play=2, Quiz=3, Challenge=4, Review=5).  So the Play stage of GAM-0950 would be numbered GAM-0950-2. Other learning elements (text, video, audio, reward) are numbered similarly, e.g., TXT-1234, VID-1234, AUD-1234, RWD-1234. This structure allows identification within the system of each individual element and permits easy selection and sequencing.


If a game is specifically configured to use "do", "re", "me" text instead of "c", "d", "e", then it is a "solfege game" and the name of the game has an "S" suffix, e.g. GAM-0280-1E Bumble Keys 1 S

The SOLF Sequence will include both "S" and "non-S" games, since a Rhythm game, for example, would not contain text related to pitch. Some pitch-related games have not been converted to solfege text yet, but are included in the Solfege Sequence.

 All Games

Although most students will be assigned a learning sequence, which will present the games automatically upon entering the “My Courses” box, every student may play any game, or may be assigned specific games by the Teacher.  Playing individual games is done by selecting the “All Games” box.  The individual music learning games are selectable by Level, Skill Area, Visual/Aural, Category, or individual game.  These can be selected in a list or gallery format.  If a student plays an individual game the score is recorded and retained.  If that game is subsequently encountered in an automated sequence, the game will already have a score, but it can be re-played and a new score obtained.

Alpha Master List of Current Games

Link to see detail


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