The Potential of Embodiment-based Learning Environments on Basic Music Accomplishment

Abstract

This study aims to investigate the effects of embodiment-based and traditional-based learning system on the learning performance of Staff Notation and its sounds. Based on the perspective of embodied cognition and rhythmic learning, this study applied embodiment-based technologies to design the system by involving rhythmic body movements in the learning and mixing a variety of senses to help learning Staff Notation. 43 students were recruited and randomly assigned to two groups. Students in embodiment-based groups used body movements to control the system, and others in traditional-based groups used paper and the training video. The result shows that there is significant difference on the performance of learning Staff Notation between these two groups. The satisfaction survey analysis of the system shows that embodiment-based learning environments can lead to higher attitude toward behavior to improve the user’s willingness to participate in learning.