The Effectiveness of VR Applications for Piano Learning: The Impact of Self-Discipline and Time Management

Abstract

This study aims to compare the effects of distinct learning modalities on the extent to which pianists can improve while practicing and to determine the predictive role of self-discipline and time management abilities. Here, a total of 216 piano students from the city of Beijing were randomly assigned to learning with two VR apps and conventionally. Piano skills were measured using the Practical Piano Grades system at the pre- and post-intervention stages. Self-discipline and time management skills were assessed using the Brief Self-Control Scale and the Time Management Behavior Scale. After eight weeks of training, VR-assisted learners achieved statistically significant improvements in skill as compared to those who deployed traditional means of learning. The most significant effect was observed in the VRtuos group, whereas the use of the Grand Reality app yielded more moderate results. Self-discipline and time management proved to be significant positive predictors of improvement, regardless of which modality was utilized. These findings indicate that the effectiveness of VR-assisted piano learning depends on the structural features of the virtual environment and a pianist’s regulatory characteristics, not just the degree of immersiveness. This study derives important practical implications for the integration of the VR technology into music education.