Feasibility of Using an Augmented Immersive Virtual Reality Learning Environment to Enhance Music Conducting Skills

Abstract

Acquiring nonverbal skills necessary to appropriately communicate and educate members of performing ensembles is essential for wind band conductors. Virtual reality learning environments (VRLEs) provide a unique setting for developing these proficiencies. For this feasibility study, we used an augmented immersive VRLE to enhance eye contact, torso movement, and gestures of novice wind band conductors. Ten undergraduates randomly assigned to no VRLE (n = 3), VRLE with head tracking (n = 4), or VRLE without (n = 3) head tracking received eight treatment sessions over a 4-week period. While participants conducted a live ensemble, their eye contact, torso movements, and gestures were measured. A comparison of pretest and posttest scores showed that students using the augmented immersive VRLE with head tracking demonstrated greater conducting skill improvement than those not using virtual reality.

Keywords

augmented immersive virtual reality learning environment band music conducting music educators music teacher preparation preservice teachers virtual reality virtual reality learning environment

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