TY - JOUR
T1 - Promoting musical instrument learning in virtual reality environment
T2 - Effects of embodiment and visual cues
AU - Yu, Shufan
AU - Liu, Qingtang
AU - Johnson-Glenberg, Mina C.
AU - Han, Miaomiao
AU - Ma, Jingjinag
AU - Ba, Shen
AU - Wu, Linjing
N1 - Funding Information:
This work was supported by the China Scholarship Council ( 202106770025 ), Fundamental Research Funds for the Central Universities of China ( 2022YBZZ025 ), Wuhan Pre Funded Science and Technology Project ( 2020010601012190 ), Humanities and Social Sciences Research Project of the Ministry of Education of China ( 22YJAZH067 ), and National Natural Science Foundation of China ( 62277021 ).
Funding Information:
The authors are deeply grateful to members in virtual learning lab from Central China Normal University and embodied games lab from Arizona State University, especially to Man Su, Ye Li, Christine Shin-Ping Yu, Huixiao Le and Mengtong zhao who gently supported and collaborated on this research. This work was supported by the China Scholarship Council (202106770025), Fundamental Research Funds for the Central Universities of China (2022YBZZ025), Wuhan Pre Funded Science and Technology Project (2020010601012190), Humanities and Social Sciences Research Project of the Ministry of Education of China (22YJAZH067), and National Natural Science Foundation of China (62277021).
Publisher Copyright:
© 2023 Elsevier Ltd
PY - 2023/6
Y1 - 2023/6
N2 - While virtual reality (VR) provides a great potential for musical instrument learning, little attention has been paid to the instructional design in creating a VR musical instrument. Previous research has suggested that high embodied interaction or added visual cues (e.g., distinctive colors, flashing areas) on VR-based musical instrument may aid students' learning. In this study, we investigated the feasibility and efficacy of the embodied design (low and high level of embodiment; LoEmb and HiEmb) and visual cues (low and high level of visual cues; LoViz and HiViz) on students' musical instrument learning. Four corresponding virtual Chinese dulcimers (Yangqin) were thereby designed. A sample of 112 university students participated in our study, and they were randomly assigned into the four conditions (LoEmb & LoViz, LoEmb & HiViz, HiEmb & LoViz, and HiEmb & HiViz). Results showed that the LoEmb design benefited students' completion rate, the HiViz improved students' playing rhythmic accuracy. Both LoEmb and HiViz decreased students' playing errors and improved their overall performance. Moreover, we found that the HiViz and HiEmb designs had a combined effect on reducing students’ cognitive load and improving the instructional efficiency of learning material. These findings collectively reveal that the design of VR learning materials should carefully consider the trade-off between the level of embodiment and visual cues.
AB - While virtual reality (VR) provides a great potential for musical instrument learning, little attention has been paid to the instructional design in creating a VR musical instrument. Previous research has suggested that high embodied interaction or added visual cues (e.g., distinctive colors, flashing areas) on VR-based musical instrument may aid students' learning. In this study, we investigated the feasibility and efficacy of the embodied design (low and high level of embodiment; LoEmb and HiEmb) and visual cues (low and high level of visual cues; LoViz and HiViz) on students' musical instrument learning. Four corresponding virtual Chinese dulcimers (Yangqin) were thereby designed. A sample of 112 university students participated in our study, and they were randomly assigned into the four conditions (LoEmb & LoViz, LoEmb & HiViz, HiEmb & LoViz, and HiEmb & HiViz). Results showed that the LoEmb design benefited students' completion rate, the HiViz improved students' playing rhythmic accuracy. Both LoEmb and HiViz decreased students' playing errors and improved their overall performance. Moreover, we found that the HiViz and HiEmb designs had a combined effect on reducing students’ cognitive load and improving the instructional efficiency of learning material. These findings collectively reveal that the design of VR learning materials should carefully consider the trade-off between the level of embodiment and visual cues.
KW - Applications in subject areas
KW - Augmented and virtual reality
KW - Human-computer interface
KW - Media in education
KW - Simulations
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U2 - 10.1016/j.compedu.2023.104764
DO - 10.1016/j.compedu.2023.104764
M3 - Article
AN - SCOPUS:85149321563
SN - 0360-1315
VL - 198
JO - Computers and Education
JF - Computers and Education
M1 - 104764
ER -