Design of an AR-Based System for Group Piano Learning

Cai, Minya; Amrizal, Muhammad Alfian; Abe, Toru; Suganuma, Takuo

doi:10.1109/ismar-adjunct.2019.00020

Cited by 5 publications

(4 citation statements)

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“…In addition, nine studies without defined a research model were identified as related to the topics of ARassisted piano and violin instruction and AR-assisted music notation instruction (Cai et al, 2019a(Cai et al, , 2019bCorrea et al, 2016;De Sorbier et al, 2012;Fernandez et al, 2016;Goodwin & Green, 2013;Hackl & Anthes, 2017;Huang et al, 2011;Zeng et al, 2019).…”

Section: Distribution Of the Studies According To The Research Designmentioning

confidence: 99%

“…Furthermore, it was determined that data analysis was not carried out in three studies (Cai et al, 2019a;Cai et al, 2019b;Hackl & Anthes, 2017). These studies aimed to design prototypes utilizing augmented reality (AR) technology and investigate their implementation approach in the context of piano education.…”

Section: Distribution Of the Studies According To The Data Analysismentioning

confidence: 99%

“…Other advantages of using AR applications in music education include 1-the compatibility with gamebased learning, and their attractive feature of being entertaining for children compared to traditional instrument teaching methods (Berry et al, 2006;Cai et al, 2019a;Li, 2018;Molloy et al, 2019;Zhang et al, 2015); 2-the ease of learning basic music concepts and instrument playing (Correa et al, 2016;Keebler et al, 2014;, and the encouragement of beginner students to learn theoretical subjects and make music with their instruments (Berry et al, 2006;Gomes et al, 2014;Gomes et al, 2015;Raymaekers et al, 2014); 3-real-time usage with the display of virtual images (highlighted colors, virtual fingers, virtual frets, etc.) on real instruments (Cai et al, 2019b;De Sorbier et al, 2012;Goodwin & Green, 2013;Huang et al, 2011;Rigby et al, 2020;Torres & Figueroa, 2018;Zeng et al, 2019); 4-the opportunity to know and learn to play traditional instruments from different countries in a realistic 3D form (Juniawan & Sylfania, 2019;Permana et al, 2019); 5-the ability to develop teamwork skills through specific applications, which contribute positively to the social development of students (Berry et al, 2006;Gomes et al, 2014;Preka & Rangoussi, 2019); and finally, 6-the economic aspect of AR applications that can be accessed via mobile devices such as smartphones, tablets, or laptops, and a webcam.…”

Section: Advantages Of Ar Applications Used In the Studiesmentioning

confidence: 99%

“…In the studies mentioned under the title "no feedback", the usability levels of the developed applications (how usable they are) could not be understood as feedback from the users was not requested (Cai et al, 2019a;Cai et al, 2019b;Fernandez et al, 2016;Hackl & Anthes, 2017;Sorbier et al, 2012). In addition, discomforts that are caused by long-term use of HMDs and recently developed hololens have been expressed with the code "discomfortable" (Molloy et al, 2019;Rigby et al, 2020;Torres & Figueroa, 2018).…”

Section: Limitations Of Ar Applications Used In the Studiesmentioning

confidence: 99%

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Content analysis of music education studies related to augmented reality technology

APAYDINLI

2023

Journal of Educational Technology and Online Learning

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This study aims to examine the studies scanned in Web of Science and Scopus databases between 2006-2020 on the use of augmented reality applications in music education in terms of their descriptive features, methodological features, and outcomes, and to reveal the trends in this field. The criterion sample approach was utilized in this qualitative study, and 35 selected studies were reviewed using the publication classification form and analyzed using the content analysis method. The descriptive and methodological feature data were translated into frequency values using the SPSS 22 program and then interpreted using tables and charts for easy comprehension. Furthermore, the advantages and limitations of AR applications utilized in music education, which were the research's outputs, were coded, organized into relevant categories, and interpreted. The results showed that most studies focused on piano and guitar education for beginners; no studies were undertaken on wind instruments or voice training. Studies, particularly in recent years, have focused on user experience research. Furthermore, it was found that AR applications have the advantages of increasing and facilitating student learning performance, making learning exciting and fun, and providing motivation. Some challenges during use, owing to technical issues and limited field content in the programs, resulted in limited improvements in music education.

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