Learning a musical instrument can facilitate a pupil's development of cognitive skills, academic performance, and time management skills (Hille & Schupp, 2015). These findings collectively reveal that the design of VR learning materials should carefully consider the trade-off between the level of embodiment and visual cues. Moreover, we found that the HiViz and HiEmb designs had a combined effect on reducing students’ cognitive load and improving the instructional efficiency of learning material. ![]() ![]() Both LoEmb and HiViz decreased students' playing errors and improved their overall performance. Results showed that the LoEmb design benefited students' completion rate, the HiViz improved students' playing rhythmic accuracy. A sample of 112 university students participated in our study, and they were randomly assigned into the four conditions (LoEmb & LoViz, LoEmb & HiViz, HiEmb & LoViz, and HiEmb & HiViz). Four corresponding virtual Chinese dulcimers ( Yangqin) were thereby designed. In this study, we investigated the feasibility and efficacy of the embodied design (low and high level of embodiment LoEmb and HiEmb) and visual cues (low and high level of visual cues LoViz and HiViz) on students' musical instrument learning. ![]() Previous research has suggested that high embodied interaction or added visual cues (e.g., distinctive colors, flashing areas) on VR-based musical instrument may aid students' learning. While virtual reality (VR) provides a great potential for musical instrument learning, little attention has been paid to the instructional design in creating a VR musical instrument.
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