Game technologies as a means of stimulating grade-schoolers’ interest in performing activities in piano class

The aim of the study is to identify and theoretically substantiate the pedagogical potential of game technologies in the context of stimulating grade-schoolers’ interest in piano lessons and enhancing the effectiveness of the initial stage of instruction. Based on an analysis of psychological and pedagogical literature, the article examines the age-related characteristics of grade-schoolers that determine the specific organization of their musical performing activities: the prevalence of visual-figurative thinking, high emotional receptivity, and the specific development of fine motor skills and voluntary attention. Key directions for the application of game technologies in initial piano instruction have been identified and systematized, aimed at fostering sustained interest in lessons and overcoming performance challenges. The main mechanisms of game technologies’ impact on the performance process are revealed, including the transformation of external motivation into internal through the creation of personally meaningful game situations, overcoming psychophysical difficulties through metaphorical exercises, stimulating cognitive activity and intellectual operations, and integrating synesthetic perception into the learning process. The pedagogical conditions for the effective application of game technologies are substantiated: systemic integration into the educational process, adaptation to students’ individual characteristics, and the combination of traditional methods with game and multimedia learning formats.