Mobile Music Touch
Mobile Music Touch: Mobile Tactile Stimulation For Passive Learning
Kevin Huang, Thad Starner, Ellen Do, and Gil Weinberg GVU Center and School of Interactive Computing Georgia Tech Atlanta, GA 30332 kevinhh,thad,ellendo,gilw@gatech.edu
ABSTRACT
Daniel Kohlsdorf, Claas Ahlrichs, and Ruediger Leibrandt TZI Universit¨ t Bremen a Am Fallturm 1 D-28359 Bremen, Germany dkohl,claasahl,leibrandt@tzi.de hands which is particularly important for patients of hand rehabilitation. Playing music can be a fun and engaging activity through which patients can rehabilitate without the ennui that may accompany traditional regimens such as squeezing a foam ball for extended periods. Yet the process of learning an instrument can be time-consuming and often beyond the time constraints of a busy working adult. Beyond the initial learning of songs, practice is required to retain the knowledge. As soon as a new song is learned, forgetting begins immediately [2]. Thus, repetitious practice is needed to retain the new skills. For some musicians with repetitive stress injuries, such practice can, ironically, be hazardous to their career. However, learning is not always an active process. Much research has been conducted on the phenomenon of passive learning. Passive learning is described as learning that is “caught, rather than taught,” and is characterized as “typically effortless, responsive to animated stimuli, amenable to artificial aid to relaxation, and characterized by an absence of resistance to what is learned” [10]. Studies have shown that passive learning of information can occur when subjects are exposed to media rich environments. In a study by Cliff Zukin and Robin Snyder, subjects who lived in a media rich environment and were passively exposed to political information were 40% more likely to have acquired the information than subjects living in a media poor environment [17]. Both subject groups had no interest in the political information. With the progression of
Kevin Huang, Thad Starner, Ellen Do, and Gil Weinberg GVU Center and School of Interactive Computing Georgia Tech Atlanta, GA 30332 kevinhh,thad,ellendo,gilw@gatech.edu
ABSTRACT
Daniel Kohlsdorf, Claas Ahlrichs, and Ruediger Leibrandt TZI Universit¨ t Bremen a Am Fallturm 1 D-28359 Bremen, Germany dkohl,claasahl,leibrandt@tzi.de hands which is particularly important for patients of hand rehabilitation. Playing music can be a fun and engaging activity through which patients can rehabilitate without the ennui that may accompany traditional regimens such as squeezing a foam ball for extended periods. Yet the process of learning an instrument can be time-consuming and often beyond the time constraints of a busy working adult. Beyond the initial learning of songs, practice is required to retain the knowledge. As soon as a new song is learned, forgetting begins immediately [2]. Thus, repetitious practice is needed to retain the new skills. For some musicians with repetitive stress injuries, such practice can, ironically, be hazardous to their career. However, learning is not always an active process. Much research has been conducted on the phenomenon of passive learning. Passive learning is described as learning that is “caught, rather than taught,” and is characterized as “typically effortless, responsive to animated stimuli, amenable to artificial aid to relaxation, and characterized by an absence of resistance to what is learned” [10]. Studies have shown that passive learning of information can occur when subjects are exposed to media rich environments. In a study by Cliff Zukin and Robin Snyder, subjects who lived in a media rich environment and were passively exposed to political information were 40% more likely to have acquired the information than subjects living in a media poor environment [17]. Both subject groups had no interest in the political information. With the progression of