Picking Up STEAM: Educational Implications for Teaching with an Augmented Reality Guitar Learning System

Keebler, Joseph R.; Wiltshire, Travis J.; Smith, Dustin; Fiore, Stephen M.

doi:10.1007/978-3-642-39420-1_19

Cited by 14 publications

(19 citation statements)

References 14 publications

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“…The least gendered instruments have been found to be African drums, cornet, French horn, saxophone, and tenor horn [17].Although there are exceptions, there has been no evidence of significant differences between men and women in the process of learning musical subjects. The gendered pattern of learning is relatively consistent across education levels [17].As it has been demonstrated that technology can help during basic training [18,19], certain ICT-based methods have been tested on the guitar, some of which have been aimed at facilitating learning, while others have aimed to make learning more attractive and effective. It is possible to indicate correct finger positioning using a mobile projector that projects different colored lights mounted on the headstock of the guitar.…”

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confidence: 99%

“…The authors argue that the use of music games can expand the conceptualization of what is "playful" and "serious" as opposed to traditional teaching. Experiments have also been run using a virtual musical instrument system (using Kinect) as an initiation method for someone who does not own the real instrument [24].Furthermore, augmented reality (AR) has been used to mitigate the limitations of the different didactic materials used to learn guitar [18,25]. This technology has been used in education for several reasons, including reduced costs and the improvement of hardware/software, the need for…”

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confidence: 99%

“…As it has been demonstrated that technology can help during basic training [18,19], certain ICT-based methods have been tested on the guitar, some of which have been aimed at facilitating learning, while others have aimed to make learning more attractive and effective. It is possible to indicate correct finger positioning using a mobile projector that projects different colored lights mounted on the headstock of the guitar.…”

mentioning

confidence: 99%

“…Furthermore, augmented reality (AR) has been used to mitigate the limitations of the different didactic materials used to learn guitar [18,25]. This technology has been used in education for several reasons, including reduced costs and the improvement of hardware/software, the need for…”

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confidence: 99%

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

et al. 2019

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Despite being one of the most commonly self-taught instruments, and despite the ready availability of significant amounts of didactic material, the guitar is a challenging instrument to learn. This paper proposes an application based on augmented reality (AR) that is designed to teach beginner students basic musical chords on the guitar, and provides details of the experimental study performed to determine whether the AR methodology produced faster results than traditional one-on-one training with a music teacher. Participants were divided into two groups of the same size. Group 1 consisted of 32 participants who used the AR app to teach themselves guitar, while Group 2, with a further 32 participants, received formal instruction from a music teacher. Results found no differences in learning times between the two groups based on the variables of method and gender. However, participant feedback suggested that there are advantages to the self-taught approach using AR that are worth considering. A system usability scale (SUS) questionnaire was used to measure the usability of the application, obtaining a score of 82.5, which was higher than the average of 68 that indicates an application to be good from a user experience point of view, and satisfied the purpose for which the application was created.

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

et al. 2019

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“…Some of these systems use digital projections (Liarokapis, 2005; Motokawa and Saito, 2006; Shiino et al, 2013) color coded information (Kerdvibulvech and Saito, 2007, 2008), or lights (cf. Keebler et al, 2013) to present the musical information to the player.…”

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confidence: 99%

Shifting the paradigm of music instruction: implications of embodiment stemming from an augmented reality guitar learning system

et al. 2014

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Musical instruction often includes materials that can act as a barrier to learning. New technologies using augmented reality may aid in reducing the initial difficulties involved in learning music by lowering these barriers characteristic of traditional instructional materials. Therefore, this set of studies examined a novel augmented reality guitar learning system (i.e., the Fretlight® guitar) in regards to current theories of embodied music cognition. Specifically, we examined the effects of using this system in comparison to a standard instructional material (i.e., diagrams). First, we review major theories related to musical embodiment and specify a niche within this research space we call embodied music technology for learning. Following, we explicate two parallel experiments that were conducted to address the learning effects of this system. Experiment 1 examined short-term learning effects within one experimental session, while Experiment 2 examined both short-term and long-term effects across two sessions spaced at a 2-week interval. Analyses demonstrated that, for many of our dependent variables, all participants increased in performance across time. Further, the Fretlight® condition consistently led to significantly better outcomes via interactive effects, including significantly better long term retention for the learned information across a 2 week time interval. These results are discussed in the context of embodied cognition theory as it relates to music. Potential limitations and avenues for future research are described.

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