• Mie Moth-Poulsen
4. term, Medialogy, Master (Master Programme)
Learning new skills through embodied interaction in virtual reality (VR), has been fuelled by the advances in sensor technologies, including VR display technology. Moreover, by the fact that VR can render scenarios not possible in real life. This has situated a vast field of application areas in VR, exploit-ing the medium as an alternative training platform. It has been shown that an embodied perspective of a mentor can stimulate creativity and learning while training skills and physical movements. Learning a new skill such as music, requires time and dedication which can prevent people to engage with the art and miss the benefits of music learning. Learning music, has been shown to increase learning in other areas such as mathematic thinking and verbal memory. This project investigates how to design an embodied learning expe-rience of a drumming teacher playing hand drums, to aid higher rhythm un-derstanding and accuracy. Essentially by providing novices the first-person perspective of a drumming teacher, while learning to play a West-African djembe drum. A stereoscopic video of a drum lesson was developed, captur-ing the first-person perspective of a drumming teacher. Participants learning was measured objectively by their ability to follow the drumming teacher’s rhythms comparing the rhythm feature of tempo measured in beats per mi-nute (BPM), with the teachers. Participants subjective learning was assessed through a self-assessment questionnaire measuring aspects of Flow, User-experience, Oneness, and Presence. Two test iterations were conducted. In both there was found no significance difference in participants ability to fol-low the drumming teacher’s tempo for the experimental group exposed to the first-person perspective of the teacher in a VR drum lesson, than for the control group exposed to a 2D version of the stereoscopic drum lesson. There was found a significance difference in the experimental group’s pres-ence scores in the first test iteration, and a significance difference in experi-mental group’s oneness scores in the second test iteration. Participants sub-jective feelings indicated enjoyment and motivation to the presented learning technique in both groups.
Publication date11 Jun 2018
Number of pages70
ID: 280732820