One of the most exciting ways to combine music and technology is through augmented reality (AR). At Charise Courtney Music Studio, I wanted to create a learning object that would empower students to see how music can shape the emotional tone of a story. By using AR, learners can build simple visual narratives and then layer different musical selections to transform the mood. This learning object merges storytelling, creativity, and music education while offering accessibility and inclusivity for diverse learners.
Learning Objective
The specific learning outcome for this object is: Students will demonstrate how different musical selections alter the emotional tone and meaning of a visual narrative presented in augmented reality.
Content of the Learning Object
The learning object is created using CoSpaces Edu, a platform that allows students to drag and drop characters, settings, and props into a 3D or AR environment. Learners start by selecting a short scene, a forest, a city street, or a classroom. They then pair the scene with one of several preloaded musical clips (e.g., upbeat, suspenseful, calm, or dramatic). Once the scene is complete, students can view it through an AR-enabled tablet or iPad, walking around the environment to see how the music changes their perception of the story.
For example, when the same forest scene is paired with light, playful music, it feels like the beginning of a children’s adventure. But when paired with ominous strings, the exact same scene suddenly takes on a suspenseful, even frightening tone. This contrast helps students internalize how music communicates emotion and narrative context.
Interactivity, Accessibility, and Reusability
This object is interactive in multiple ways: students build their own AR environments, choose music to accompany their story, and then experience it in immersive AR. Accessibility is built into the design through features like closed-captioning for audio, compatibility with iPads (for touch navigation), and flexible entry points, students who may not feel comfortable creating a full scene can still explore preloaded examples. Reusability is also a strength; this object can be used in music classes, storytelling units, or cross-curricular projects. It can also be adapted for different age groups, from elementary students exploring emotions in music to high school students studying film scoring.
Design Tool Selection and Considerations
I selected CoSpaces Edu because it allows for accessible AR scene creation without requiring advanced programming knowledge. Its integration with tablets and ARKit makes it ideal for my lab’s iPads and supports collaborative learning. Research emphasizes that effective learning objects should not only be reusable but should also promote active engagement and creativity (Kay & Knaack, 2008). CoSpaces supports both by giving learners agency to design their own experiences and by making those experiences easy to share.
Additionally, research shows that AR enhances engagement and learning outcomes by situating content in immersive, interactive contexts (Akçayır & Akçayır, 2017). This aligns with findings from Pellas, Mystakidis, and Kazanidis (2021), who note that immersive VR/AR technologies expand creative opportunities and improve student motivation when intentionally integrated into instructional design. When paired with music education, this interactivity fosters creativity and supports multimodal learning. Students are not just told that “music changes mood”, they actively see and hear how it happens.
Invitation to Explore the Learning Object
You can explore the AR Storytelling with Music Learning Object here: file:///Users/charisecourtney/Desktop/TECH%206363/Module%208/AR_Storytelling_with_Music_SINGLE_FILE.html. Try building your own short scene and then swap out different music clips to see how the story changes. I encourage colleagues to use this object as a springboard for classroom discussions about emotion, context, and artistic choices in music.
Conclusion
The AR Storytelling with Music Learning Object illustrates how technology can open new doors for creative exploration. By placing students in the role of storytellers and giving them the power to manipulate both visual and musical elements, the object provides a powerful, accessible, and reusable tool for teaching the expressive power of music. In doing so, it brings abstract concepts like “mood” and “tone” to life in a way that resonates with learners of all ages and abilities.
References
Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11. https://doi.org/10.1016/j.edurev.2016.11.002
Kay, R. H., & Knaack, L. (2008). A formative analysis of individual differences in the effectiveness of learning objects in secondary school. Computers & Education, 51(4), 1304–1320. https://doi.org/10.1016/j.compedu.2008.01.002
Pellas, N., Mystakidis, S., & Kazanidis, I. (2021). Immersive virtual reality in K-12 and higher education: A systematic review of the last decade. Computers & Education, 147, 103778. https://doi.org/10.1016/j.compedu.2019.103778
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