AR Graphic Representation of Musical Notes for Self-Learning on Guitar

Rio, Marta del; Martín-Gutiérrez, Jorge; López-Chao, Vicente; Parra, Rodolfo Flores; Sosa, Mario A. Ramirez

doi:10.3390/app9214527

Cited by 29 publications

(30 citation statements)

References 36 publications

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“…Besides, users comment on the drawback that the use of marks is a disadvantage since it must always be in front of the camera. Del Rio et al [21] conducted a SUS like the one presented in this article and obtained a similar evaluation of the usability of the system. In cases where there is mention of user perception, participants indicated that it is easy to use and that they were interested in learning.…”

Section: Discussionmentioning

confidence: 77%

“…A good example of this is the AR system proposed by Löchtefeld et al [20], who designed and implemented an AR model that uses mobile projector mounted on the guitar's headstock to project instructions that facilitate correct finger placement. Another recent proposal for learning the guitar suggests using coloured finger markers and then projecting the corresponding colours onto the strings and frets using AR to instruct learners how to perform a chord [21]. The aforementioned studies do not display hand movements involved in the chord transitions of short melodies.…”

Section: Introductionmentioning

confidence: 99%

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Augmented Reality to Facilitate Learning of the Acoustic Guitar

et al. 2020

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Many people wishing to learn a musical instrument opt to learn using alternative or informal methods instead of the traditional Master–Apprentice model that requires a greater cognitive load. This paper presents an augmented reality (AR)-based application designed to teach and train guitar chords, with the novelty that it is also used to teach short melodies consisting of four chord transitions so that users have to change hand and finger positions. The app uses high-quality 3D models of an acoustic guitar and animated hand to indicate correct finger positions and the movements required when changing from one chord to another. To follow the animated instructions, the learner overlaps the 3D model onto the neck of the physical guitar and his or her own hand. A system usability scale (SUS) questionnaire was used to measure the usability of the application. A score of 82.0 was obtained, which is higher than the average of 68 points that indicates the application is good from a user experience perspective, thus satisfying the purpose for which it was created. Having analysed the data for both groups—individuals with no prior experience of playing a musical instrument versus individuals with prior experience—it was concluded that the application provided a useful learning approach for all participants involved in the study, regardless of experience. That said, those possessing prior experience of playing an instrument learnt faster. It should be noted that the research revealed significant difference in learning by gender, with male participants learning faster than female participants. Similar results have been detected in other research performed in the field of music, as well as in other fields. As this study required spatial reasoning when viewing the 3D model, the differences identified this case may well have arisen as a consequence of differences in men and women’s spatial awareness, thereby leaving open an alternative line of research.

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Section: Discussionmentioning

confidence: 77%

Section: Introductionmentioning

confidence: 99%

Augmented Reality to Facilitate Learning of the Acoustic Guitar

et al. 2020

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“…It is essential that teachers look for new teaching techniques based on ICTs to understand their students [102]. Through this research, we found a priceless tool in the computer game, as its use was highly motivating for the students, arousing great interest and expectation.…”

Section: Discussionmentioning

confidence: 91%

Emotional Training and Modification of Disruptive Behaviors through Computer-Game-Based Music Therapy in Secondary Education

2020

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Music education research has shown interest in music therapy for integral development of the person, both in their performance and academic knowledge and in their personality. This project aims to analyze the benefits of music therapy in the comprehensive training of students with disruptive behaviors (n = 6). Tests designed by Gallego, Alonso, Cruz, and Lizama (1999) were conducted to assess emotional intelligence, which showed very low results. A series of activities were designed based on the use of the music videogame Musichao, the curricular content of which was adapted for this pilot experience. Subsequently, the emotional intelligence tests were applied again to determine the effectiveness of the teaching experience. The results indicate that, with the use of this videogame, significant improvements were obtained, both in the development of multiple intelligences and in self-motivation, self-awareness, self-control, and more specifically, in social skills, minimizing behaviors that were classified as inappropriate and/or aggressive, and becoming more skilled in their interactions with the surrounding environment.

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“…Based on the results, we believe that students need experiences that allow them to work collaboratively, and that these have an impact on them. Students need to see meaning in what they do, feel at ease, and assess and comment on their own successes or failures [27,[33][34][35]. In this sense, the self-reporting provided valuable information by making it clear that you can work interdisciplinarily in the math class.…”

Section: Discussionmentioning

confidence: 99%

Fractions and Pythagorean Tuning—An Interdisciplinary Study in Secondary Education

2019

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Formal education is experiencing a series of reforms that favor the integration of the contents of different areas in the teaching and learning of the different educational stages. The present study examined the use of an interdisciplinary music and mathematics experience in Secondary Education in Galicia (Spain) in the 2016/17 academic year. A descriptive-exploratory design was used, through a Likert questionnaire applied to 197 students with a diagnostic test and a reference test, and a study of multiple cases was carried out in which information was collected through classroom observations. The results show improvements in the understanding of mathematical and musical concepts, and attitudes and procedures so we can argue that the use of interdisciplinary activities have favored the development of teaching-learning opportunities in mathematical and musical training.Mathematics 2019, 7, 1227 2 of 13 attitudes. However, there is no record of studies linking both these disciplines in compulsory secondary education (ESO). The FractionsFractions are present in the most diverse contexts; they form part of the secondary education curriculum and are essential for learning algebra, geometry, and other areas of higher mathematics [7].Research on this construct creates a certain interest because many students consider fractions to be among the most complex mathematical concepts tackled in the early school years. The difficulties stem from a lack of conceptual understanding and procedural fluidity due to the limited use of manipulative teaching materials, visual representations and/or assessment of responses before attempting to use a formal algorithm [8]. The students see fractions as meaningless symbols or look at the numerator and denominator as separate numbers instead of understanding them as a unified whole [9]. In addition, these doubts persist when they arrive at secondary school as they have not understood the concept or have learnt it badly.Perrenoud [10] argues that the reason students do not make adequate progress stems from the lack of teacher competence in teaching math effectively and not being able to apply mathematics to daily life. In this regard, Castro-Rodríguez, Rico and Gómez [11] emphasize that innovative materials and forms of teaching are very important elements as they capture the schoolchildren's attention and allow them to obtain satisfactory results both academically and personally. Therefore, it is necessary for educators to break the monotony in their classrooms, stimulate their students by introducing novel aspects that arouse their interest and present them with approaches that will motivate and provoke a taste for and curiosity about the world of mathematics. Taking this into account, the main objective of our work is to be able to understand fractions significantly and use them in a range of actions, concepts and procedures linked to varied situations, encouraging students to discover them on their own, and as a team, and then to discuss the strengths and weaknesses of each strategy [7].

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AR Graphic Representation of Musical Notes for Self-Learning on Guitar

Cited by 29 publications

References 36 publications

Augmented Reality to Facilitate Learning of the Acoustic Guitar

Augmented Reality to Facilitate Learning of the Acoustic Guitar

Emotional Training and Modification of Disruptive Behaviors through Computer-Game-Based Music Therapy in Secondary Education

Fractions and Pythagorean Tuning—An Interdisciplinary Study in Secondary Education

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