Digital technology and music education are very passionate areas, as they rightly call into
account the place of digital in aiding learning processes and offering inclusive ways for
engagement. Building on this research, our study aims at understanding the differences and
similarities among music education activities by examining three sets of digital tools: educational
applications (apps), Digital audio workstations (DAWs) from Music technology courses and
gamified learning platforms. The study used a mixed-method approach that included quantitative
research, digital activity log analysis and qualitative interviews to investigate the impact of digital
technology on students and faculty.
The findings indicate that digital tools enhance student engagement and inclusion, particularly
for theoretical learning and novices. It has been found that students are also stimulated to
frequentism the gamified features. So, while the study points towards a growing educational market
for online learning particularly (but not exclusively) in relation to theory-based learning drawing on
patterns where traditional methods are hard work and there is less enthusiasm from students e.g.
guitar practice or music theory training, this has limitations of what digital tools can be provided
even in terms of microlearning more advanced skill-based such as instrumental technique-building
games - which have been picked up by other researchers. Moreover, digital resources divide access
is unequal across socio-economic groups and at the same time it signals (once again) to a persistent
aspect of what Digital Divide entails. 

The research tells us that using a hybrid learning model, or the use of digital tools alongside
traditional training yields 19% better performance than either one separately; this is when compared
to blended models. It also necessitates more research on the sustainability of gamification effects,
special digital affordances for different learning outcomes and efforts to decrease the digital divide.