learning guitar in 2030

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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CS4058-AdvancedTopicsinDigitalMedia

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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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SeeingNetworkofRFID ,Amsterdam:InstituteofNetworkCultures.


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Appendix

[1]TheBoardGame

[2]TheDie

[3]TheCurrentCards

[4]TheFutureCards

[5]TheConsentFormsx6

[6]Notestakenduringthedesigngame

[7]Thefinalizeddesignideasketchedbytheparticipants

[8]DVDofDesignGameandVideoPrototype

learning guitar in 2030

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