A Web-based Real-Time Kinect Application for Gestural Interaction with Virtual Musical Instruments

Zlatintsi, Athanasia; Filntisis, Panagiotis P.; Garoufis, Christos; Tsiami, Antigoni; Kritsis, Kosmas; Καλιακάτσος-Παπακώστας, Μάξιμος; Γκιόκας, Άγγελος; Katsouros, Vassilis; Maragos, Petros

doi:10.1145/3243274.3243297

Cited by 5 publications

(1 citation statement)

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“…The development of three-dimensional representation of information and the improvement of its transmission channels led to the fact that visual representation was proposed to be used in music education, and this approach demonstrated good results [22]. Visual representation is widely used on social media, in particular on music YouTube channels, as a means of visualizing the process of playing a particular musical instrument or visualizing the musical and melodic structure while playing a melody [23][24][25].…”

Section: Discussionmentioning

confidence: 99%

Education and Music Culture in the Context of Web 2.0

Revenko

2021

Int. J. Emerg. Technol. Learn.

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Total digitalization of culture requires the extensive integration of Web 2.0 ser-vices and capabilities into music education. The penetration of digital technologies is not reduced to the technologies for fixing and distributing musical works or the means of their broadcasting but also dramatically transforms the process of creat-ing musical works. Web 2.0 offers a new distributed creativity culture and pro-vides musicians with specific opportunities to work and distribute creative prod-ucts. The study is devoted to the integration of music education and the services and opportunities that Web 2.0 provides to the mass audience (free specialized and non-specialized services), its impact on the quality of music education, as well as on the most important psychological parameters of students of music uni-versities. The study involved 150 students of R. Glier Kyiv Municipal Academy of Music (Kyiv, Ukraine); there were three groups of 50 participants: two exper-imental groups and a control one. In Experimental Group 1, training was partially integrated with Web 2.0 services; in Experimental Group 2, there was a more complete and structured integration. Based on the results of semester training and the objective test scores, a significant increase in the results of experimental groups was observed (an increase by 1.3 points in Group 1 and 2.84 points in Group 2 on a 5-point scale); Group 2 demonstrated a more significant improve-ment. The subjective assessment of the level of involvement, motivation and anx-iety showed a statistically significant decrease in academic anxiety in the experi-mental groups (2.99 and 2.01 compared to 3.98 in the control group, respective-ly) and a statistically significant increase in motivation and involvement in the group with deep integration of Web 2.0 services (Experimental Group 2). The hypothesis of the study that deep integration of Web 2.0 services and capabilities into music education will increase objective academic results, motivation and stu-dent involvement has been fully confirmed. It has also been revealed that it helps students reduce academic anxiety. The research results can be used as a basis for further research and in the course of the development of music education curricu-la based on online learning, mobile learning and the integration of music learning into a digital environment.

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Section: Discussionmentioning

confidence: 99%