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7/28/2019 Learning Guitar In 2030
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Assignment2
AppliedInteractionDesign
LearningGuitarIn2030
EithneBrennan-0868256
KeithHoulihan-0848719
EdmondNolan-0861537
JosephOSullivan0846813
11/8/2012
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Contents
ChapterOne:theDesignGame.............................................................................................................4
1.0Introduction.................................................................................................................................4
1.1DescriptionofSettings.................................................................................................................41.2DescriptionoftheMaterial..........................................................................................................4
1.3OrganisingtheGame...................................................................................................................5
1.4ProgressoftheGame..................................................................................................................6
1.5ResultsandConsiderations..........................................................................................................8
Chapter2:PrototypeImplementation..................................................................................................9
2.0Introduction.................................................................................................................................9
2.1.Research.....................................................................................................................................9
2.2IdeasGeneratedFromtheGame..............................................................................................14
2.3AnalysisofDesignGameIdeas..................................................................................................16
2.4DevelopmentofthePrototypeIdea..........................................................................................17
2.5DevelopmentofthePrototype..................................................................................................18
2.6PrototypeScenario....................................................................................................................19
References...........................................................................................Error!Bookmarknotdefined.
Appendix..............................................................................................................................................23
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Acknowledgements
Wewouldliketothanktheparticipants(John,Debbie,Ciara,Michael,ShaneandAoife)fortaking
thetimeandefforttoplayourdesigngame.Also,thankyoutoCristianoStorniforhisguidancewith
thisprojectthroughouttheyear.Themajorityofthisreportwascreatedduringnumerousgroupdiscussionsandmeetings,butwewereallassignedaparticularsectiontofocusonindividuallyas
follows:
Chapter1Eithne Chapter2,Section2.1ResearchEdmond Chapter2,Sections2.22.5Keith Chapter2,Section2.6-Joseph
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ChapterOne:theDesignGame
1.0Introduction
Forthisproject,wewantedtocreateadesignforatechnologythatcouldaidhowguitarcouldbe
learnedintheyear2030.Wechosetogenerateideasforthisdesignusingadesigngamebecauseit
wouldallowtheparticipationofusersandallowthemtobemoreawareofsystemthinkingasit
wouldmeansteppingbackfromtheimmediateissueandtakingabroaderlookatcurrent
considerationsaswellasfuturepossibilities[1].Thischapterwilloutlineadescriptionofsettingsand
materialofthedesigngame(cf.Sections1.1and1.2),theorganisingandprogressofthegame(cf.
Sections1.3and1.4)andfinallywilldiscusstheresultsandconsiderationsfollowingthedesigngame
(cf.Section1.5).
1.1DescriptionofSettings
Weselectedagroupofsixparticipantstoplayourdesigngame.Alltheparticipantshadlearnthow
toplayguitarsotheopinionstheyexpressedduringthedesigngamewouldfromexperience.Allthe
participantslivedinDromroeapartmentcomplexontheUniversityofLimerickcampus,sowe
decidedtoholdthedesigngamethere.Holdingthegametherewouldassurethattheparticipants
wouldbecomfortableinthesettingsanditwouldalsobeconvenientforthem.
ThedesigngamewassetupinthesittingroomofanapartmentinDromroe.Theroomhadtwo
largewindowsandthisensuredthattheroomwasbrightandairy.Wesetupatableof
refreshmentswithsoftdrinksandsweetssothattheroomwouldhavearelaxedatmosphere.Ideally
wewouldhavelikedtohavearoundtablesothatalltheparticipantswouldbeequallyplaced
aroundthetable,butonlyarectangulartablewasavailabletous.Eachparticipanthadtheirown
seataroundthetable.
1.2DescriptionoftheMaterial
Theweekbeforehostingthedesigngame,wedecidedtohaveapracticegamewherewe(the
designers)couldplaythegametofixanyfaultsthatmightoccur.Duringthispracticegame,we
discoveredamajorflaw:theparticipantsdidnothaveanymaterialsthattheycouldusetodrawout
theirproposeddesign.Wefoundthistobeofgreatimportancebecausewefoundthatmanyminor
detailsofthedesign(particularlyinthephysicalrepresentation)couldbeomitted.Forthisreason,
wedecidedtoincludecardandpensintothesecondpartofthegame(theFutureGame).
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Otherthanthissmallchange,alltheremainingmaterialsremainedthesameasdetailedinthefirst
assignment(cf.Figure1.1).Thisincluded:
TheGameboard CurrentCards(approx.20-25) FutureCards(approx.20-25) LargeDie
Figure1.1:GameMaterials
1.3OrganisingtheGame
Ourgroupmetanhourbeforethedesigngamewasduetotakeplace.Wesetupthetableand
chairsandtherefreshmenttable.Wemadesurethatthecurtainswereopensothattheroomwas
brightandthattheroomwascleanandinviting.Wedivideduptheremainingworkintofoursothat
wecouldalltakechargeofaparticularjobasfollows:
Josephwasinchargeofsettingupthecamcorderandrecordingthedesigngame. Edmondwasinchargeofbringingacameraandtakingphotosasthegameprogressed. Keithwasinchargeoftakingnotesduringthegame,inparticularinterestingopinionsand
commentsfromtheparticipants.
Eithnewasinchargeofkeepingtrackofthetime,informingtheparticipantsoftherulesofthegameandansweringanyquestionstheyhadaboutthegame.
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Theparticipantsweregreetedastheyenteredandguidedtowardstherefreshmenttableforsoft
drinksandsnacks.Theyalreadykneweachothersoconversationwasplentiful.Weallowedthe
participantstoconverseforabout10-15minutesbeforecommencingthegamesothattheywould
berelaxed.Atthispoint,theparticipantssatdownandEithneoutlinedtherulesofthegameto
themandansweredtheirquestions.Wealsodiscussedwiththemwhatourintentionswerewiththe
resultsofthegame.
1.4ProgressoftheGame
1.4.1TheCurrentGame
TheaimoftheCurrentGamewastoencouragetheparticipantstoconverseaboutcurrentmethods
availabletolearnguitar.Initially,theparticipantswerehesitantwithexpressingtheirideasduring
thispartofthegame.Thissectionofthegameinvolvedalotofnegotiatinganddebating,whichthe
participantswereverysuccessfulat.Theparticipantshadtoberemindedoftherulethatopinions
shouldnotbecriticised,andwefoundthatthisencouragedthemtoconversemorewiththegroup.
Asthegameprogressed,theyweremoreopenaboutexpressingtheiropinions.Wefoundit
interestingtonotethatitwasacommonoccurrencethattheparticipantsfavouredthemethodthat
theypersonallylearntguitaroveranyothermethod,regardlessofwhethertheyhadtriedanyother
methods.Fromthis,weconcludedthattheparticipantswerequiteclosed-mindedabout
experimentingwithdifferentmethods.Themethodthattheyhadfavouredoveralltheotherswasone-tooneguitarlessons(cf.Figure1.2),althoughwhenthegamebegan,YouTubeand
websiteswerethemostpopular.Themajorityoftheparticipantsoptedforthismethodasitwas
simplythemethodtheyhadusedtolearnguitar,howeveroneparticipantpointedoutthatthiswas
themosteffectivemethodtolearnguitarasitprovidedimmediatefeedbackandthereforesetsit
apartfrommethodssuchasYouTubeorguitartabs.
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Figure1.2:One-to-OneLessonsCurrentCard
1.4.1TheFutureGame
TheFutureGameprovedtobemuchmoresuccessfulinregardstointeractionbetweenthe
participants.Thiscouldbeattributedtotheparticipantsbeingmorefamiliarwiththebehavioural
rulesimplementedinthecurrentgame.Theparticipantswereveryactiveindiscussionthroughout
thissectionofthegame.Theyallchoseacardfromthefuturecardspilethatinterestedthemand
thendiscussedwitheachotherwhytheychosethecardandthewaysthatitcouldbeusedtoaid
thelearningofguitar.Theparticipantsfrequentlyremindedeachothertorelatethetechnologyto
themethodofone-to-oneguitarlessonsthattheyfavouredfromthecurrentgame.The
participantsideawasgeneratedbycombiningthreeofthefuturecardstogether.Thisisofinterest
becausewehadintendedonlyoneofthecardstobeused,howeverthepurposeofthegamewasto
encourageideasandnottolimitthemsothiswasdeemedacceptable.Thegameendedwiththe
ideabeingfinalisedintoasketchonacardbeingpassedaroundbetweentheplayers.
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1.5ResultsandConsiderations
ThreedesignsresultedfromthedesigngameincorporatedtechnologiessuchastheiPad,3Dglasses
andaroboticglove.Thesedesignswillbefurtherdiscussedinthenextchapter.Wewerepleased
withhowwelltheparticipantsinteractedwitheachotherandhowwelltheygraspedtherulesofthe
game.Wereachedsomeveryinterestingconclusionswhilediscussingthedesigngameafterthe
participantsleftasfollows:
TheDesignGamedidnotleavemuchroomforinnovationAlltheideasthathadbeendiscussedamongtheparticipantswerenotnewconcepts.The
participantsseemedtobemoreinterestedinthefuturecardsthatdepictedtechnologiesalreadyin
use.Thekeydesigndiscussedwasnotparticularlyinnovativeeither;itwassimplyanipadwitha
visualdeviceattached.Thisconclusionwasquiteshockingtousaswehadinitiallythoughtthat
utilisinguniversitystudentsthathadextensiveexperiencewithinnovativetechnologywould
undoubtedlyresultinanewandinterestingdesign.Wedecidedtodosomefurtherresearchinto
thisandfoundthatalackofinnovationwasacommondisadvantagetoinvolvingusersinthedesign
process[2],[3].
TheparticipantsdidnotconsiderthelimitationsofthedesignsdiscussedWe(thedesigners)wereawareofmanyflawswiththefinaldesignthattheparticipantsseemedto
beobliviousto.Forexample,iftheuserwaswearingthevisualconsole,howwouldtheybeableto
seetheirguitar?Theparticipantsoutlinedthebenefitsassociatedwitheverydesigntheydiscussed,
butno-oneseemedtomakeapointofthedisadvantages.Thismadeusconsiderwhetherornotit
wasagoodideathatwehadnotinterruptedtheparticipantsduringthedesigngame.Ifwehad
takenpart,wewouldhavebeenabletopointoutsomeoftheflawsassociatedwiththeirdesigns.
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Chapter2:PrototypeImplementation
2.0Introduction
Thischapterwilldiscusshowtheconceptsandideasfromthedesigngamewereimplementedintoa
low-fidelityprototype.Section2.1willdiscusstheresearchcarriedoutintopossibletechnologiesfor
theprototype,someoftheseareaswereintroducedbytheparticipantsduringthedesigngameand
wefelttheywarrantedsomeresearchtohelpprogresstheprojectevenifthetechnologywasnt
actuallyimplementedinthefinalprototype.Sections2.2to2.5outlinetheprocessofanalysingthe
ideasgeneratedandthengeneratingaprototypeconceptandoutlinehowtheprototypewill
function.Section2.6thendiscussesthefinalscenariofortheuseoftheprototypeusingstoryboard
drawingstoillustratethis.
2.1.Research
2.1.1GuitarGlove
Musclememoryisoneoftheimportantfactorsoflearningtheguitar.Musclememoryisaformof
proceduralmemory,whichisthememoryofhowtodotasks.Musclememoryrequiressome
practice,butoversometimemusclememoryiscreatedforthatcertaintask.Musclememoryallows
atasktobeperformedwithoutconsciouseffort.Someotherexamplesofmusclememoryinclude,
driving,typingonakeyboardandplayingvideogames[4].
Atthemomentthereareglovesthatareusedforteachingthepiano,oneoftheseglovesisshownin
Figure2.1.ThesegloveshavebeendevelopedbytheGeorgiaTechCentreforMusicTechnology.The
glovegivesoffasmallvibration,whichpromptswhichfingertoplayinrealtime.Theobjectiveofthe
glovesistotrainapianostudentsmusclememoryalongwiththemusic[5].
Thisglovetechnologycouldalsobeusedinanewwayforothermusicalinstrumentsortotrain
peoplethatsufferfromdisorderstouseeverydayobjects.Perhapsfortheguitarthisglovewould
gentlybendtheusersfingersintothedifferentchordshapesorgentlybendtheusersfingersfor
differentscales.Thiswouldintimetrainthemusclesmemory.
Therearelimitationstothistechnologyasiftheglovewasputonthewrongway,theglovewould
bendthefingersbackwardsandcouldleadasprainedfinger.Alsoholdingdownguitarstringscanbe
quitepainfulonthetipsoffingersandmaycausediscomfortwhenplayingforbeginners.
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Figure2.1.ThePianoTouchGloves
2.1.2AugmentedGlasses
Augmentedrealitygeneratesacompositeviewfortheuserthatisacombinationoftherealscene
viewedbytheuserandavirtualscenegeneratedbyacomputer,whichaugmentsthescenewith
additionalinformation.Augmentedrealityfunctionsbyenhancingapersonscurrentperceptionofrealityinrealtime.
Thereareavastnumberofaugmentedtechnologies,someofthesetechnologiesincludesmart
phones,iPads,cardisplays,headmounteddisplays,videogameconsolesanditisalsonowusedin
somesportstelecasting.Inrecenttimesaugmentationhasbeenusedforadvertising,some
examplesincludeNissan,BestBuyandDisney.
RecentdevelopmentsinaugmentedrealityhavebeenfocusedoniPadandsmartphone
applications.OneoftheseexamplesisshownhereinFigure2.2.Atthemomenttherearemany
otheraugmentedrealityappsavailableonbothiTunesandGoogleplay.Oneofthemostpopular
applicationsistheStringaugmentedrealityshowcaseapp;thisisshowninFigure2.3.
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Figure2.2.iPadaugmentedreality.
Figure2.3.TheStringaugmentedrealityapp.
Anotherrecentdevelopmentinaugmentedrealityisaugmentedglasses.Whentheseglassesareput
onandthepersonwearingthemlooksatacertainimageavirtualimagewillappear,thisissimilarto
thewaythetwopreviousexampleswork(cfFigure2.2andFigure2.3).Theimagecanbeeither
printedoutortheimagecanbeonascreenlikeaniPadoracomputerscreen.Figure2.4showsa
personlookingataniPadthroughaugmentedrealityglasses.ByusingtheiPad,theuserhasmultitouchcontrol,theusercanchangecolour,zoominorzoomout,rotate,launchamissileandeven
assembleordisassembleasshowninFigure2.5.
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Figure2.4.AugmentedglassesusinganiPad.
Figure2.5.Usingthemultitouchcontroltodisassemblethehelicopter.
Googlehaverecentlyannouncedtheiraugmentedglassesprojectcalledprojectglass,theseglasses
givetheusernotifications,directions,videocalls,etc.allfromthepairofglassestheuseriswearing.
AlthoughGooglehassaidthattheseglasseswillnotbeavailabletothepublicforanotherwhile.
AcompanycalledVuzixiscurrentlydeveloping1080hphighdefinition3Daugmentedrealityglasses,
althoughtheseglassesarenotcheap,currentlyavailableglassesrangefrom$2,500to$5,000[6].
Figure2.6showsacurrentpairofVuzixStar1200AugmentedGlasses,thesearepricedat$5,000.
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Figure2.6.ApairofVuzixStar1200augmentedglasses,pricedat$5,000.
Thisaugmentedglassestechnologyisalreadyquitedevelopedbutatthemomentthepriceforsome
oftheseglassesistoohighfortheaverageperson.Perhapsinyearstocome,thispricewillbe
loweredtoallowtheaveragepersonaffordapair.Infutureyearstheseglasseswillworkwith
tablets,newspapers,books,TVsandwhileapersoniswalkingdownthestreet.
2.1.3GuitarLEDs
Fromthepreviousresearchtopicoftheguitargloves,withtheglovesgivingoffsmallvibrationsto
eachfinger,thekeysonthepianoalsolightupfromLEDs;thisisalsoshowninfigure2.1.This
technologyhasalsobeendevelopedforguitars,forexample,inthepreviousmid-termresearch
paper,IonAudiosiPadGuitarApprenticewasdiscussed.
Thismidiguitarcontrollerincluded90LEDsforeachnoteonthefretboard.Thisallowedtheuserto
seewhichnotesshouldbeplayedinrealtime.Althoughthiscontrollerisusefulforshowingwhich
notesaretobeplayedinrealtime,itdoesnothavethefeelofarealguitar.Thestringsare
substitutedforbuttons.Apersonwouldfinditdifficultswitchingtoarealguitarandmighthaveto
learnagainhowtoplayonarealguitar.Figure2.7showsthisiPadGuitarApprenticecontroller.
Figure2.7.TheIonAudioiPadGuitarApprenticeController.
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AnotherrecentdevelopmentthatalsoincorporatesLEDsforeachnoteonthefretboardisthe
FretLightGuitar.Theadvantageofthisguitarovertheguitarapprenticecontrolleristhatthe
FretLighthasrealguitarstrings,fretsandpickups.Thisallowstheusertoeasilylearnchords,scales
andnotes.Figure2.8showsascreenshotformtheFretLightwebsite[7].
Figure2.8.ShowinghowtheFretLightworks.
AsthePianoTouchgloveshadboththeglovesandlightingpianokeys,perhapsthisFretLightguitar
couldalsobeusedwithguitarglovestohelpauserlearntheguitar.
2.2IdeasGeneratedFromtheGame
Thetechnologiesthatwerechosenbytheparticipantsinthefuturegameledtoafewdifferentideas
forthefutureoflearningguitar.Theideasweregeneratedbyusingtheone-to-onelearningmethod
chosenfromthecurrentgame,coupledwithideasoffuturetechnologiessparkedbythetechnology
cardsusedinthefuturegame.
2.2.1RoboticGlove
Thisideaconsistedofaroboticglovethatwouldhavethepowertomoveapersonshandintothe
correctshapeforplayingdifferentchords.Itwassuggestedthatthiswouldimprovemusclememory
inthehandandovertimeapersonwouldbeabletoplaythechordswithouttheglove.Thisidea
wassuggestedtomakethelearningofchordseasierassomeparticipantsfeltthisisoneofthemost
difficultelementstoovercomewhenlearningguitar.Itwasbasedonapictureofaglovechosenby
oneoftheparticipants(cf.Figure2.9).Uponresearchitwasfoundthatthistypeoflearninghasal-
readybeenimplementedforthepiano(cf.Section2.1.1).
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Figure2.9:ElectronicGloveTechnologyCard
2.2.23DGlasses
Thesecondideageneratedwasbasedonapairofglassesthatthelearnercouldweartoenableone
toonetutorialsthroughaSkypelikevideofeed.Itwasalsosuggestedthattheglassesbeableto
administeraminorelectricalshockwhentheusermakesamistake.Thisapproachwasreferredto
duringthegameasbeatingitintothem.Theideawasgeneratedfromapictureof3Dglasseson
oneofthefuturetechnologycards(cf.Figure2.10).
Figure2.10:3DGlassesTechnologyCard
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2.2.3iPadApplication
ThenextideageneratedbytheparticipantswasatypeofiPadapplicationthatwouldallowthe
streamingofalivevideolinkwithateacher.Thiswouldallowtheteachertocommentonthestu-
dentsprogressandanswerindividualquestions,allowingimmediatefeedback.Itwasalsosuggest-
edthatgraphicsbeshownontheiPadscreentoshowastrummingpatternandchordstohelpthe
usersmusictheoryalongwithpracticalplaying.Thisideabestimplementedtheone-to-onelearning
techniquechoseninthefirstgame.Thisideawasgeneratedfromatechnologycardcontaininga
pictureofaniPad(cf.Figure2.11).
Figure2.11:iPadTechnologyCard
2.3AnalysisofDesignGameIdeas
Todevelopafinalprototypeconcepttheideasgeneratedfromthedesigngame,andnotestaken
duringthedesigngame,wereanalysedtodecidewhichelementswereconsideredmostimportant
andwhattechnologieswouldbemostusefulforcreatingtheprototype.
Theideaofusingelectricalshockstoforcepeopletoplayproperlywasimmediatelydiscardedwhen
discussed.Wedidntfeelthiswasanappropriatewaytolearnandthoughttherewouldbemore
appealingwaysthatwecouldcomeupwith.Wethoughttheideaof3Daugmentedglasseswasvery
interestingaseventhoughtheyarebeingdevelopedatthemoment,theystillcarryafuturistic
connotation.Theideaofusingaugmentedrealityglasseswasdevelopedfromresearchintothis
area.
Theideaofaroboticglovewasanalysednext.Researchshowedthatasimilarproducthasalready
beendevelopedforlearningpiano.Wethoughtthiswasaveryinterestingideabutfeltthatitdidnt
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utilisetheone-to-onelearningprocessthattheparticipantshadchosenasthemostimportant
formoflearning.
TheiPadconceptwassomethingthatwealsofoundinterestingbutfeltitdidntquitedevelopa
technologythatcouldbeusedinthefuture.Itfocusedupontechnologiesthatarealreadyinvented.
Wefeltthatthiswasanappropriatewaytoimplementtheone-to-onelearningandtherefore
incorporatedtheideaintothefinalprototype,whichwillbediscussedinthefollowingsections.We
thoughtthatcombiningtheiPadapplicationwithaugmentedrealitywouldcreateafuturistic
conceptthatcouldenhanceauserslearningexperience.
2.4DevelopmentofthePrototypeIdea
Thecurrentgameallowedustofindoutwhatfeaturesweremostimportanttotheuser.Thisgavea
foundationtobasethefinalconceptupon.Thekeyelementthattheprototypewasbasedonwas
one-on-oneinteractionbetweentheteacherandthelearner.Theideawasthattheteacherand
pupilcouldsimulatethefeelingofbothbeinginthesameroomeveniftheyareincompletelydif-
ferentplaces.
Thefuturegamewasusedtodiscoverthepossibletechnologiesthatcouldbeusedin20yearstime
toimplementthisidea.IdeassuchasSkypetutorials,roboticglovestocreatemusclememory,iPad
applicationsand3Dglasseswerediscussed.Wediscussedtheseideasasagroupfollowingthede-
signgameandexpandedthefinalideafromtheparticipants,intoaprototypeofaplausibleproduct.
iPad,orsimilartabletapplications,coupledwith3Daugmentedglassesformthebasisoftheproto-
type.Theideaisthatthepupilcanweartheglassesandhavetheteacherappearasiftheywerein
thesameroom.Atthesametimethepupilcanseethenotation,strummingandfingeringpatterns
besidetheteacher.Thisallowsthepupiltofollowtheory,similartoabookbutmoreefficiently,
whilegainingthenecessaryfeedbackwhilstplaying.
2.4.1PrototypeDesignDevelopment
Thislow-fidelityprototypewilldescribe,usingstoryboarddrawings,asituationinwhichsomeone
mayfindthemselveslearningguitarin20yearstime.Theprototypewasdevelopedbymodifying,
andenhancing,ideasthathadbeendiscussedbyparticipantsduringthedesigngame.Thetechnolo-
giesusedconsistofaugmentedglasses,aniPadApplicationandaguitar.Theaugmentedglassesare
worntogivetheappearanceoftheteacherbeinginthesameroomasthestudent,givingoneto
onelessons.Thereisalsoanextratheoreticalgraphicalelementtothelearning,asabookmayhave
doneinthepast.TheteacherandthenotesappearfromtheiPadscreenduetotheaugmentedreal-
itytechnology.
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2.5DevelopmentofthePrototype
Tocreateaprototypewefirstneededtolayoutthedifferentfeaturestobeincludedandwhatwe
wantedtoachieve.Thefollowingisalistofthedifferentelementsoftheprototypeandhowthey
encourageone-to-onelearning:
3DRepresentationoftheTeacher:The3Drepresentationoftheteacherallowsthestudenttofeel
liketheteacherisinthesameroomasthemandallowsthemtointeractastheywouldwitha
personthatwasinthesameroom.Thislivestreamingof3Dvideointerlinkstherealworldwiththe
virtualworld[8]
VisualisationofNotation:ThenotationisaccesiblethroughtheiPadstyledeviceallowingeasy
accesstoawidedatabaseofscores,strummingpatternsetc.Italsoallowsthepupiltoseethescore
easierwhilefollwingtheteachersguidance.
Visualisationofbothelementstogether:Thismeanshavingthenotesappearin3Dalongwiththe
teacher.ThiscouldbeseenasafuturisticversionofwhatsgoingoninFigure2,butinthefuturethe
pupilandteacherwontneedtobeinthesameroom.Figure2.12showsaphotoshoppedexample
ofhowapersonwearingtheaugmentedglassesmightseetheproduct.
Figure2.12:Photoshoppedviewofapplication
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2.6PrototypeScenario
Theprototypeofthistechnologyisbothdemonstratedandillustratedrespectivelythroughthe
filmedsequenceintheattachedDVDandstoryboardsinthereport.Asitisdescribedasavisual
consolethatprovidesonetooneguitarlessons,thedesigngameresultedinadevicethat
consistedofaniPadandapairofaugmentedglassesaswethoughthavingconsideredroboticgloves
wouldnothavebeensuitablefortheuser.
FortheiPad,smartphoneortabletdevice,anapplicationiscreated,thisguitarteachingappartus
willthenbeabletofunctiononceinstalledandactivated.Ascarriedoutduringthedesigngameand
evidentintheDVD,theparticipantshadproducedaprototype,whichconsistedoftheiPadfeaturing
viewsofthefretboard,musicalnotationandreal-timetutoringseeninFigure2.13.
Figure2.13:Astudentlearningtheguitarin2030:Theparticipantssketchoftheprototypede-
visedonthedayoftheDesignGame.
Onceinstalledandactivated,itisthennecessarytoobtainthe3Dglassesinordertoexperiencethe
visuals.Afirstviewimpressionofwhattheprototypewouldlooklikewiththeaugmentedglasses
woreandtheapplicationactivated.
Whentheprototypeisupandrunning,theguitarlearnerwillhavetoweartheaugmentedglasses.
Fromhereon,he/shewillbeabletoperceiveaviewofthetutorhoveringovertheiPaddevice.Only
thestudentwillbeabletoseethisprototypefunctioningashe/shehastheglasseson.
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Figure2.14:Beforeandafter:Afirstpersonviewofwhatwouldbevisualizedbothwithand
withoutaugmentedglasses.
AsseeninFigure2.14,thelearnerwillexperiencenotonlythetutor,butalsotwomorewindows
whichwillconsistofmusicalnotationandalsotheguitarfretboardthatwillhighlightthepositionof
thehand.Herethestudentwillbeabletointeractwiththetutorwhereinstantfeedbackfromeach
otherwilladvantageousinguidingthestudent,helpinghim/herimprovehis/herguitarplayingskills
andtechniques.
2.6.1PrototypeProsandCons
Pros
Fromourknowledgeofknowingthatguitarlessonsarepossiblythemostefficientwayoflearning
theguitar,oneofthebenefitsofthisprototypeisthefactthatitwillfeeloneononefortheuser,
despitethefactthatthetutorcanbeteachingfromanywherearoundtheworld(providedtheyhave
theinternetandsoftware).Fromthis,theteacherwillprovidealotoffeedbackforthestudent
duringthelesson.Ifthestudentistoldtoplayasequence,themusicalnotationandthefretboard
fingeringcanbeprovidedassupportforthestudentwhilethetutorcanobserveandlookmoreanymistakesduringthelesson.
Asthelearnerwillbewearingaugmentedglasses,itcouldbedifficulttotryandconcentrateonthe
tutorsprovidedfeedbackandhis/herownguitarfretboardatthesametime.Asthelessonwould
progressandthestudentmightntbeabletoseetheguitar,thiscouldstillencouragehim/herto
performthefingeringandlearnthepositionoffbyheart,whichcouldalsobeefficientforthe
learner.
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Cons
Aconthatcouldbetakenintoconsiderationisthefactthattheremightbetoomuchfeedback
providedforthelearner.Thelearnermayfeelillateasewiththeteacherbeingsovisibleinforntof
them.Eventhoughthelearnermightpreferonetoonetuition,themusicalnotationmayseem
irrelevantasthelearnerwouldprefertoplaybyear,aswevelearntasagroupthatthereare
differentwaysoflearninghowtoplaytheinstrument.Yet,thefactthattherewouldbetoomuch
feedbackforthelistener,thereforeputtingmorepressureonhim/herashe/sheistryingtoplay
chords,thismaystillrequirealotofattentionfortheuserashe/shewouldhavetolookbackat
his/herownfretboardandseeifthefingeringiscorrectetc.Thiswouldagainrelatebacktothe
gamewheretheparticipantsdidnotconsiderthelimitationsofthedesignsdiscussed.
Finally,thefactthattheprototypeconsistsofaniPadandapairofaugmentedglasses,couldwell
endupwiththerealisationthatthisguitarlearningtechnologymayarrivedsoonerthanin2030as
manyofthesetechnologiesexistwithustoday.
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References
[1]Norman,D.(2010).DesignThinking:AUsefulMyth.25June
[2]Almon,K.(2011)User-CenteredDesignisDead.LongLiveUserCenteredDesign [online],May2011,available:http://blogs.adobe.com/interactiondesign/2011/05/user-centered-design-is-dead-
long-live-user-centered-design/[accessed12Feb2012]
[3]Norman,D.A.,Human-centereddesignconsideredharmful,ACMInteractions,12,4(July/Aug.
2005),pp.14-19.
[4]J.W.KrakauerandR.Shadmehr,Consolidationofmotormemory,TrendsinNeurosciences,
vol.29,no.1,pp.5864,Jan.2006.
[5]GeorgiaTechSchoolofMusic,ResearchSpotlight|SchoolofMusic|GeorgiaTech.[Online].
Available:http://www.music.gatech.edu/research/spotlight.[Accessed:14-April-2012].
[6]Vuzix,AugmentedReality-ProductBrowser|Vuzix.[Online].Available:
http://www.vuzix.com/ar/product_browser.html.[Accessed:8-April-2012].
[7]FretLight,FretlightGuitar-Learntoplayguitar.[Online].Available:
http://www.fretlight.com/concept/.[Accessed:20-April-2012].
[8]VanKranenburg,R.(2008)TheInternetofThings:ACritiqueofAmbientTechnologyandtheAll-
SeeingNetworkofRFID ,Amsterdam:InstituteofNetworkCultures.
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Appendix
[1]TheBoardGame
[2]TheDie
[3]TheCurrentCards
[4]TheFutureCards
[5]TheConsentFormsx6
[6]Notestakenduringthedesigngame
[7]Thefinalizeddesignideasketchedbytheparticipants
[8]DVDofDesignGameandVideoPrototype