Building a Virtual Music Production Internship with Twine: A Design Reflection

Introduction

For this project, I designed and developed a virtual internship simulator for secondary school students interested in music technology and production. The internship was built using Twine and structured around four progressive modules:

1. Beat Detective

2. Chord Hunter

3. Producer Challenge

4. Mastering Engineer

The goal was to create an interactive learning experience that would allow students to think and act like music producers while developing listening, analysis, and production skills. Rather than presenting content through traditional worksheets or lectures, the internship places students in authentic industry-inspired situations where they make decisions, receive feedback, and gradually develop professional understanding.

Why a Virtual Internship?

One of the key ideas underpinning this project was Epistemic Frame Theory (Shaffer, 2006), which suggests that learners develop expertise by participating in the ways professionals think and act.

Rather than teaching isolated music concepts such as tempo, chord progressions, or EQ settings, I wanted students to experience these concepts within a realistic studio environment.

The internship format was particularly appealing because it:

• Creates authentic contexts for learning

• Encourages decision-making

• Allows students to receive mentor feedback

• Simulates professional workflows

• Connects theory with practical application

Instead of asking students to identify a time signature on a worksheet, they are positioned as interns solving problems for a producer.

Design Process

Initial Concept

My first design focused on a traditional recording studio internship where students progressed through recording, editing, and mixing sessions.

While this reflected authentic industry practice, I quickly identified a problem:

Students in Years 7–10 may not possess enough prior knowledge to engage meaningfully with complex recording workflows.

As a result, the design evolved from a realistic studio simulation into a scaffolded music production internship that gradually builds knowledge and confidence.

Iteration 1: Linear Structure

The earliest version followed a linear sequence of information and tasks.

Students would:

• Read information

• Make a decision

• Receive feedback

• Continue to the next stage

While functional, this structure felt more like a digital worksheet than a game.

Critical Reflection

The design lacked student agency.

Although choices were included, they did not significantly affect the experience.

This led me to reconsider how interaction could become a more central component of learning.

Iteration 2: Interactive Decision-Making

The second iteration introduced branching pathways and mentor feedback.

Students could:

• Analyse drum loops

• Identify chord qualities

• Make production decisions

• Explore multiple outcomes

This increased engagement significantly.

Rather than simply reading information, students became active participants.

Iteration 3: Audio Integration

One major limitation of earlier versions was the absence of sound.

Music technology is fundamentally an auditory discipline, so students needed opportunities to listen critically.

To address this, audio elements were introduced throughout the internship.

Examples included:

• Drum loops for tempo and meter recognition

• Chord examples for harmonic analysis

• Progressions and cadences

• A full demo recording for mastering activities

This transformed the experience from a text-based simulation into a multimedia learning environment.

Universal Design for Learning (UDL)

Throughout development, I attempted to apply principles of Universal Design for Learning.

Multiple Means of Representation

Information is presented through:

• Written explanations

• Audio examples

• Interactive controls

• Visual navigation

This allows students with different learning preferences to access content in different ways.

Multiple Means of Engagement

Students are motivated through:

• Gamified progression

• Industry role-play

• Decision-making opportunities

• Achievement badges

The internship aims to create intrinsic motivation by making students feel like producers rather than learners completing an assessment.

Multiple Means of Action and Expression

Students demonstrate learning through:

• Quiz responses

• Production planning

• File uploads

• Reflection activities

This provides flexibility in how understanding is communicated.

Module Design Analysis

Module 1: Beat Detective

This module develops foundational listening skills.

Students identify:

• Tempo

• Time signature

• Drum patterns

The design encourages active listening rather than theoretical memorisation.

Students learn to connect musical terminology with real audio examples.

Strengths

• Immediate feedback

• Low cognitive load

• Strong accessibility

Limitation

The generated drum sounds are simplified and do not fully replicate real drum recordings.

Module 2: Chord Hunter

This module introduces harmonic listening.

Students identify:

• Major and minor chords

• Common progressions

• Cadences

The goal is to help students recognise patterns commonly found in popular music.

Strengths

• Reinforces aural skills

• Connects theory to practice

• Encourages comparative listening

Limitation

The simplified synthesised chords may not fully represent the complexity of recorded music.

Module 3: Producer Challenge

This module shifts from analysis to creation.

Students are required to:

• Plan a production

• Recreate a track in BandLab

• Upload evidence

• Reflect on their decisions

This module represents the most authentic industry task within the internship.

Why It Matters

Students move beyond recognition and into application.

Instead of identifying concepts, they must use them creatively.

Module 4: Mastering Engineer

The final module originally focused on mixing.

However, during development I realised that the effects were being applied to an entire stereo track rather than individual instruments.

This made the activity more representative of mastering than mixing. I used my recording i uploaded as part of this course in the prior assessment .

As a result, the module was redesigned.

Students now make decisions regarding:

• EQ

• Compression

• Reverb

• Loudness

They also complete quiz-style decision points similar to earlier modules.

Critical Reflection

This change improved authenticity and conceptual accuracy.

It better reflects professional practice and provides a clearer connection between listening skills and production outcomes.

Challenges Encountered

The most significant challenge involved Twine implementation.

Several versions of the project experienced issues including:

• Broken passage links

• Variable errors

• Browser compatibility problems

• Audio playback limitations

Multiple iterations were required before a stable version was achieved.

Although frustrating, these issues reinforced the importance of iterative testing and user-centred design.

Each problem provided an opportunity to refine the experience.

Future Improvements

If the project were developed further, I would:

Add Real Studio Audio

Instead of generated sounds, students would analyse professionally recorded examples.

Introduce Adaptive Feedback

The game could track student responses and provide personalised support.

Expand Industry Roles

Additional internship pathways could include:

• Recording Engineer

• Songwriter

• Session Musician

• Sound Designer

Add Assessment Analytics

Teachers could monitor:

• Completion rates

• Quiz performance

• Reflection responses

This would increase the internship's usefulness in classroom settings.

Conclusion

This project demonstrates how Twine can be used to create meaningful learning experiences that combine music theory, technology, and professional practice.

By positioning students as music industry interns, the internship encourages them to think, act, and make decisions like producers.

The final design evolved significantly from its initial concept, becoming increasingly interactive, authentic, and accessible through multiple rounds of iteration and feedback.

Most importantly, the project highlights how educational technology can move beyond information delivery and create opportunities for genuine participation in professional ways of thinking and working.