ENGAGING SOUNDSCAPES AND EDUGAME. EXPLORING THE EDUCATIONAL POTENTIAL OF SIMPLEX DIDACTICS AND MUSIC TO FOSTER PUPILS' ENGAGEMENT IN VIRTUAL LEARNING ENVIRONMENTS

Interactive and highly engaging virtual learning environments (VLEs) are increasingly recognized as vicarious teaching tools that support skill acquisition throughout life. Recent studies, including those by Hookham and Nesbitt, highlight the multifaceted nature of engagement in educational settings, focusing on its emotional, cognitive, and behavioral dimensions. This paper examines the role of music and sound within edugames, emphasizing how these auditory elements enhance learning experiences and increase student engagement. Neuroscientific studies suggest that soundtracks, audio effects, and feedback mechanisms activate specific brain areas linked to user involvement, underscoring the potential of sound to foster active participation. Teachers play a crucial role in selecting or designing edugames that align with educational objectives, utilizing music and sound to motivate learners. This paper proposes the use of simplex didactics as a metacognitive framework to guide teachers in making strategic decisions about audio elements, ensuring that chosen sound effects cater to diverse learner needs and promote inclusive teaching. Educators can create engaging, flexible learning environments that foster greater involvement and improve educational outcomes by applying simplexity rules. This paper aims to explore how simplexity can help teachers select or design VLEs with sound components that enhance learner engagement.