Abstract
Aim/Purpose: This study examines how a culturally embedded, gamified digital audio quiz platform can improve student engagement and learning in higher education music teaching. Background: Although gamified learning is increasingly adopted in universities, its pedagogical value when based on national musical heritage and auditory learning traditions remains underexplored, particularly in non-Western contexts. Methodology: A mixed-methods approach was employed with 78 undergraduate students. Quantitative survey data were analysed using SPSS 29, complemented by qualitative classroom observations and student reflections. Contribution: The study offers a culturally responsive model of gamification that incorporates authentic audio materials into quiz-based learning, expanding digital gamification research from general engagement to heritage-focused pedagogy. Findings: Findings indicate increased student motivation, sustained attention, and strong student perceptions of improved knowledge retention, and deeper emotional and cultural connection with traditional music content. Although minor technical issues were noted, the platform effectively supported active listening and culturally meaningful learning. Recommendations for Practitioners: Higher education educators are encouraged to incorporate culturally relevant, audio-based digital tools to enhance engagement and facilitate the transmission of national musical heritage. Recommendation for Researchers: Future research should explore long-term learning effects, compare different cultural contexts, and develop broader gamification designs that include interpretive and creative activities. Impact on Society: The findings emphasise the potential of digital gamification to aid in preserving intangible cultural heritage and to strengthen cultural identity among university students. Future Research: Future research should investigate cross-institutional implementation, long-term outcomes, and culturally adaptable gamification frameworks.