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.
Highlights
Learning a popular-musical instrument, like the guitar, is an experience often accompanied by very informal learning processes
We describe Leman’s (2008) Action-Reaction Cycle and suggest that this provides a useful guide for research aligned with our Frontiers in Psychology | Theoretical and Philosophical Psychology ideas of embodied music cognition, with regard to music learning
We focus on Optek’s Fretlight®, which is a novel guitar learning system that shows learners where to place their fingers through light-emitting diodes (LED) embedded just beneath the surface of the guitar’s fretboard
Summary
Learning a popular-musical instrument, like the guitar, is an experience often accompanied by very informal learning processes. We expect that having the musical information presented directly on the guitar will allow a player to remain in the embodied engagement characterized by the original Action-Reaction cycle (see Figure 1) While traditional external learning materials tend to necessitate cognitive transformations (e.g., Norton et al, 2005), systems such as the Fretlight® guitar, while still an external learning material, may reduce the need for the transformation processes detailed in the revised Action-Reaction cycle (see Figure 2) We argue that this will be the case because the musical information is provided on the actual instrument. Further elaboration will be presented in the discussion section
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