China’s use of virtual and augmented reality music simulators for teaching music

The revolution in information and communication technology, as well as the development of augmented and virtual reality technologies, open up new avenues for the renewal of music curricula in Chinese universities. The experiment included 205 pianists and 169 drummers in their first year. They were assigned to either the control or experimental groups at random. Pianists used the augmented reality-based VRtuos Pro app (N = 103) and drummers used the virtual reality-based Smash Drums app (N = 85), while the others worked in a traditional environment with traditional instruments. The control group had higher mean values, and the difference between the groups was statistically significant (p = 0.00). In the drummer group, however, the interactive programme resulted in greater skill development and statistical significance (p = 0.00). As assessment tools, a 100-point ECTS scale and an expert assessment method were used. The information in this article will be useful to those who intend to use augmented reality or virtual reality music simulators in music universities to enhance the quality of their courses. This article aims, among other things, to spark academic debate about the viability of using augmented and virtual reality technologies in music universities in China and other countries.