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Abstract: While many digital distractions can be managed, real-world interruptions, such as phone calls, notifications, and office noise, are harder to control and can harm productivity, well-being, and learning. Mixed reality systems like Augmented Reality (AR) are often described as immersive—a property which might protect users from such disruptions. We tested this assumption by comparing a head-mounted AR interface that overlays digital annotations on physical objects with a traditional flat screen during vocabulary learning under common office distractions. In a user study (n = 32), AR users reported feeling less distracted and recalled less task-irrelevant information, but their learning performance did not improve. Instead, distraction-related performance decline was greater in AR. Physiological and self-report measures showed no reduction in effort or workload, and participants with higher auditory distractibility did not benefit. Overall, AR annotation alone may not sufficiently shield learners from real-world distractions, motivating new design approaches.
Keywords: distractions, auditory distractibility, augmented reality, immersion and presence, learning
Published in RUP: 15.05.2026; Views: 404; Downloads: 12
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Abstract: Improvisation is an important skill in music instrument learning, but remains a less-taught topic in traditional piano education. To improvise effectively, learners must develop musical vocabulary, creative confidence, and comfort in performance. These demands make piano improvisation a complex teaching challenge where technology interventions may offer sup- port. Prior short-term studies on augmented piano roll visualisations have shown promise for teaching sight-reading and motor coordination in novice students. However, how such approaches can support advanced learners in acquisition of improvisational skills remains under-explored. To address this gap, we present ImproVisAR, an interactive piano training system that teaches improvisation through augmented piano roll visualisations. Concepts and tools derived from a co- design process with improvisation experts are integrated as structured learning modes. We validated the system through a four-day controlled study (n = 6) comparing an AR-based condition with a traditional sheet music condition following a mixed-methods approach to data analysis. We collected and analysed subjective ratings of cognitive load, creativity support, user-experience, expert evaluation of performances, interaction logs, and qualitative insights collected from daily post-study interviews. Our findings show that participants experienced reduced cognitive load over time, sustained engage- ment across sessions, and AR participants showed higher expert-rated scores, particularly in rhythm, flow, musicality and overall musical impression. Participants also reported greater immersion, freedom to create musical content and motiva- tion to continue playing. We discuss these findings in relation to user experience and creativity support, and offer design recommendations for AR systems that aim to teach complex, expressive skills such as musical improvisation.
Keywords: augmented reality, projections, piano, jazz, improvisation, training system
Published in RUP: 09.09.2025; Views: 1261; Downloads: 17
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Keywords: fashion, digital marketing, social media, customer journey, influencers, virtual reality, augmented reality
Published in RUP: 18.12.2024; Views: 2294; Downloads: 41
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Keywords: augmented reality, micro interactions, remote assistance, high precision interaction, latency, video see-through display
Published in RUP: 06.05.2021; Views: 2969; Downloads: 34
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Keywords: cross-reality, augmented reality, virtual reality, cross-reality interaction, virtuality
Published in RUP: 02.12.2020; Views: 5520; Downloads: 43
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