Benefits of Virtual Reality in Ballet Didactics

The paper presents a holistic approach, merging technology with the rich artistry of ballet, to innovate and redefine ballet education. The project extends to the broader realm of education, particularly ballet. The international research team will explore how cognitive skills related to body-kinesthetic and musical intelligence can be enhanced using 3D spatial context technologies. In this pilot study paper, a preliminary investigation is presented leveraging motion-tracking analytics to discern the nuances across distinct ballet exercise intensities. This inquiry serves as a foundational step toward the formulation of an intricate 3D VR ballet curriculum. The ultimate goal of the project is to generate a virtual animated character that can give visual information and can interact in real-time with a real dancer, thereby supporting the dance learning process. During this preliminary study, participants' kinesthetic motions were meticulously captured and scrutinized. Initial findings from this user study ascertain that a 3D VR environment equipped with motion-tracking analytics distinctly enhances the acquisition of ballet movements and can serve as an efficacious tool underpinning the VR framework of ballet education.

I. Introduction

In an era where the boundaries between the physical and digital worlds blur, our understanding and experience of learning undergo profound metamorphoses. Cognitive Infocommunications, or CogInfoCom [1], [2], and the cognitive aspects of Virtual Reality (cVR) [3] emerge at this intersection, weaving together elements of Cognitive Science, Infocommunications, and the underpinnings of Human-Computer Interaction. Its pursuit is not just to understand but to augment human capacities and experiences. Human learning is a process that relies on memory, which involves encoding, storage, and retrieval. Learning can be classified into two main types: declarative and non-declarative (procedural) [4]. This latter refers to the acquisition of skills, where practice-induced changes on a task enable a person to perform it more efficiently [5]. This type of learning is also evident in motor skill learning. Within the tapestry of performing arts, especially ballet, the confluence of VR and cognitive studies holds transformative potential. A pivotal opportunity lies in the domain of Virtual Reality (VR) - a tool that transcends mere visual simulation, delving into the intricacies of human cognition, perception, and emotion. Dance, intrinsically, is a cognitive endeavor, intertwining motor skills, memory, emotion, and spatial awareness. By fusing this with VR, educators and students alike stand to gain unparalleled insights into the learning and mastery of intricate choreographies, offering a multi-dimensional perspective that traditional methods might miss. This paper will present a pilot to test the impact of motion tracking on learning and assessment processes in ballet higher education. This pilot is preparatory research for a major project to create a 3D ballet curriculum.