While numerous methods have been published for studying scales and arpeggios, these methods do not contribute to effective memorization. Exploring the internet unveils resources that facilitate musical learning; nonetheless, a deficiency exists in technological tools guiding students toward acquiring scales and arpeggios in a playful, game -based manner. This research aims to describe and interpret students' perceptions in an online instrumental practice workshop regarding the implementation of a technological and game -based methodology to enhance their musical education. This study was conducted with two groups of students that participated in the workshop: the first in 2020 during the pandemic and the second in 2022, post -pandemic. The methodology is qualitativedescriptive, and the design corresponds to cross-sectional micro-ethnographies. Data analysis was conducted through semi -structured interviews, revealing positive perceptions among the students of the online instrumental practice workshop regarding the effectiveness of the implemented method in their musical growth.