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

Abstract

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.

Motor and Audiovisual Learning Consolidate Auditory Memory of Tonally Ambiguous Melodies

“…We are confident that this may represent the starting point for a paradigm shift in the psychology of music, as has begun already in cognitive science (Thompson, 2005). Particularly, this study contributes to the existing body of knowledge highlighting the benefit that musically naïve and experienced subjects can obtain through active engagement with music, relative to more passive forms of music learning (Bowman, 2004;Keebler, Wiltshire, Smith, Fiore, & Bedwell, 2014;Schiavio & Cummins, 2015). The memorization of a melody is facilitated by the cross-modal patterns of active behavior.…”

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

“…Keebler et al [8] developed a learning system for guitar that employed the use of augmented reality, and performed a comparative study exploring how their system affected learning compared to the traditional teacher-led methodology. They performed two experiments for each methodology in order to establish the differences between the two; the first experiment was conducted in the short term, and the second experiment was conducted over a longer term.…”

“…It is difficult to perform these placements correctly and accurately reproduce the sound corresponding to each note [6,7]. This series of basic requirements reminds us that musical instruction commonly includes materials that can act as obstacles to learning [8].Generally, music instruction is performed face-to-face in a one-on-one situation. A teacher will demonstrate how to perform a chord, the student will attempt to play according to the teacher's instructions, and the teacher will then provide feedback, showing the student how to correct their mistakes [9][10][11].…”

“…It is difficult to perform these placements correctly and accurately reproduce the sound corresponding to each note [6,7]. This series of basic requirements reminds us that musical instruction commonly includes materials that can act as obstacles to learning [8].…”

Music practice and participation for psychological well-being: A review of how music influences positive emotion, engagement, relationships, meaning, and accomplishment

“…Since sound perception has survival value for humans partly because of its capacity to activate various emotion induction "mechanisms," or "information-processing devices at different levels of the brain, which utilize distinct types of information to guide future behavior," Juslin (2013) correctly points out that "the emotions represent an extension of the perceptual process that enables us to infer not only the identity and location of an object, but also its potential consequences or 'affordances'" (p. 240, emphasis added; see also Krueger, 2014). Indeed, as Krueger (2014) recently argues in "Affordances and the Musically Extended Mind," "musical affordances -via soliciting different forms of entrainment -enhance the functionality of various endogenous, emotion-granting regulative processes, drawing novel experiences out of us with an expanded complexity and phenomenal character" (p. 1; for further fascinating discussion on musical 4 Musicae Scientiae embodiment and affordances, see Harrison & Loui, 2014;Hutka, Bidelman, & Moreno, 2013;Keebler, Wiltshire, Smith, Fiore, & Bedwell, 2014;Maes, Leman, Palmer, & Wanderley, 2014;Reybrouck, 2001Reybrouck, , 2005Reybrouck, , 2012Schäfer, Fachner, & Smukalla, 2013).…”