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Case Study

The Buzz Band
Enhancing Remote Music Lessons with Wearable Technology
Embodied Interactions

What are Embodied Interactions?

Embodied interactions refer to the design and implementation of interactive systems that engage the body and senses of users in the interaction process. It involves creating interfaces and experiences that go beyond traditional input and output methods, incorporating physical movements, gestures, touch, and other sensory modalities. The goal of embodied interactions is to create a more natural, intuitive, and immersive user experience by leveraging the physical capabilities and embodied cognition of individuals. By integrating the body and senses into the interaction, embodied interactions aim to enhance the engagement, understanding, and overall user satisfaction with a system or product.

Type: Student project - Uppsala University, Sweden
Project Date: Feb 2022 - April 2022
My Role: UX Designer and Researcher
Team Members: Anna Lindström, Klara Holmberg, Ruby Abeywickrama, Saeedeh Azad Gholami, Syed Adnan Majid Shah
Type: Student project - Uppsala University, Sweden

Project Date: Feb 2022 - April 2022

My Role: UX Designer and Researcher

Team Members: Anna Lindström, Klara Holmberg, Ruby Abeywickrama, Saeedeh Azad Gholami, Syed Adnan Majid Shah

About this project

The Buzz Band project aimed to address the challenges faced during remote music lessons by developing a wearable technology solution that enhances communication and interaction between music teachers and students. The goal was to create a device that would provide real-time feedback and guidance to students, improving their learning experience and fostering a sense of social connectedness.

The challenge

The specific problem was the lack of effective communication and feedback in remote music lessons. Teachers struggled to correct students' playing in real-time, and students felt disconnected and uncertain about their performance.

The challenge was to find a solution that would allow teachers to provide immediate feedback and guide students' playing remotely, while also creating a sense of social presence and connection.

The specific problem was the lack of effective communication and feedback in remote music lessons. Teachers struggled to correct students' playing in real-time, and students felt disconnected and uncertain about their performance.

The challenge was to find a solution that would allow teachers to provide immediate feedback and guide students' playing remotely, while also creating a sense of social presence and connection.

The specific problem was the lack of effective communication and feedback in remote music lessons. Teachers struggled to correct students' playing in real-time, and students felt disconnected and uncertain about their performance.

The challenge was to find a solution that would allow teachers to provide immediate feedback and guide students' playing remotely, while also creating a sense of social presence and connection.

The aim is to increase social connectedness between teacher and student in hybrid music classes by creating a sense of presence, joy and meaningfulness in their interaction with each other.


Solution

The solution involved the development of the Buzz Band, a wireless wearable device consisting of two bracelets - one for the teacher and one for the student. Bracelets featured haptic feedback with vibration motors.

  • Functionalities included: Stop, Metronome, and Tempo Mimicking.

  • Stop functionality allowed teachers to interrupt student's playing for immediate feedback.

  • Metronome functionality aided students in maintaining correct tempo through haptic vibrations.

  • Tempo Mimicking allowed teachers to convey different tempos to students through vibrations for synchronized playing.

The project followed an iterative design process, incorporating user feedback from multiple iterations to refine and improve the prototype. User testing and interviews were conducted to evaluate the effectiveness of the Buzz Band in addressing the identified challenges and meeting the needs of both teachers and students.

Results

The user testing results indicated that the Buzz Band successfully addressed the challenges of remote music lessons by providing real-time feedback and guidance to students. The haptic feedback through vibrations was well-received by students, especially in helping them maintain the correct tempo while playing. The Stop functionality allowed for immediate corrections, enhancing the learning experience.

Teachers appreciated the social connectedness facilitated by the Buzz Band, as wearing the same device created a sense of shared experience and improved communication. The solution received positive feedback from both teachers and students, with potential for integration into online music classes.

While the Buzz Band project was a student project and did not have specific business metrics or awards, the successful outcomes and positive user feedback validated the effectiveness of the solution.

Further iterations and refinements could be made based on the insights gained during user testing to enhance the device's functionality, usability, and materiality.

The user testing results indicated that the Buzz Band successfully addressed the challenges of remote music lessons by providing real-time feedback and guidance to students. The haptic feedback through vibrations was well-received by students, especially in helping them maintain the correct tempo while playing. The Stop functionality allowed for immediate corrections, enhancing the learning experience.

Teachers appreciated the social connectedness facilitated by the Buzz Band, as wearing the same device created a sense of shared experience and improved communication. The solution received positive feedback from both teachers and students, with potential for integration into online music classes.

While the Buzz Band project was a student project and did not have specific business metrics or awards, the successful outcomes and positive user feedback validated the effectiveness of the solution.

Further iterations and refinements could be made based on the insights gained during user testing to enhance the device's functionality, usability, and materiality.

The user testing results indicated that the Buzz Band successfully addressed the challenges of remote music lessons by providing real-time feedback and guidance to students. The haptic feedback through vibrations was well-received by students, especially in helping them maintain the correct tempo while playing. The Stop functionality allowed for immediate corrections, enhancing the learning experience.

Teachers appreciated the social connectedness facilitated by the Buzz Band, as wearing the same device created a sense of shared experience and improved communication. The solution received positive feedback from both teachers and students, with potential for integration into online music classes.

While the Buzz Band project was a student project and did not have specific business metrics or awards, the successful outcomes and positive user feedback validated the effectiveness of the solution.

Further iterations and refinements could be made based on the insights gained during user testing to enhance the device's functionality, usability, and materiality.

User Reviews

"It makes me feel more confident playing"

"It's cool, it's nice to wear the same accessories together. It makes us connected"

"It would be fun to teach with this! "

"Its a pain in the a** to correct the students during online classes, so I would really like to have one"

"You're on to something, it seems like there has to be someway to sync to people when it comes to playing or giving instructions"

As a product it seems like something that you really need to have if you're dealing with online classes"

"For the student its hard to identify what went wrong, so this is very helpful, to use the Buzz to pinpoint"

Key takeaways

Throughout the project, we learned the importance of user feedback and iterative design. By involving users early on and incorporating their perspectives and needs, we were able to develop a solution that addressed their pain points and improved the remote music learning experience. Collaboration and interdisciplinary teamwork were crucial in combining technical skills and design thinking to create an innovative and meaningful solution.


This project also emphasize the critical role of materiality, embodiment, and social design in spatial design.


Materiality plays a vital role in creating a comfortable and aesthetically pleasing user experience. By selecting appropriate materials, the project aimed to enhance user satisfaction and usability. Embodiment principles, such as haptic feedback and motion detection, were incorporated to create an immersive and interactive learning experience. These embodied interactions fostered a stronger connection between the teacher and the student, enhancing engagement and collaboration. Overall, the project highlights the significance of considering materiality, embodiment, and social design principles in creating effective and impactful spatial designs.

The Design Process

The Design Process

Research and Understanding

Research and Understanding

The first step involved conducting research to gain a deep understanding of the challenges faced during remote music lessons and the needs of both teachers and students. This included studying existing solutions, conducting interviews, epoche observations with music teachers and students, and analyzing user feedback. The goal was to identify pain points, user preferences, and technical constraints.

The first step involved conducting research to gain a deep understanding of the challenges faced during remote music lessons and the needs of both teachers and students. This included studying existing solutions, conducting interviews, epoche observations with music teachers and students, and analyzing user feedback. The goal was to identify pain points, user preferences, and technical constraints.

Sample Demographics

Sample Demographics

  • Adults (18+)

  • Music teachers and students in Sweden

Data Collection Methods

Epoché Observations

Epoché Observations

  • Online - Violin, Piano

  • Offline - Guitar

Interviews

Interviews

  • Semi-structured

  • Teacher of violin, piano and guitar

  • Violin student

Bodystorming Workshop

Bodystorming Workshop

  • Promote active participation and exploration of design concepts.

  • Generate innovative ideas through embodied engagement.

Data Analysis

In order to gain valuable insights from our design process, we conducted a comprehensive analysis of the data collected through interviews, epoché observations, and body storming sessions.

In order to gain valuable insights from our design process, we conducted a comprehensive analysis of the data collected through interviews, epoché observations, and body storming sessions.

01

01

01

Interviews

Thematic analysis was a crucial part of our data analysis process, helping us gain deeper insights from the interview data and informing our design decisions.


Transcription: The first step in analyzing interview data involved transcribing the recorded interviews verbatim. This ensured an accurate representation of the participants' responses and perspectives.


Coding: We then engaged in coding, a process where we systematically categorized and labeled meaningful segments of the interview data. This involved identifying key themes, concepts, and patterns within the responses.


Theme Development: Next, we organized the coded segments into overarching themes, drawing connections and identifying commonalities across the interviews. This allowed us to extract meaningful insights and understand the main issues and concerns expressed by the participants.

02

02

02

Epoché Observations

Data Collection: During the epoché observations, we carefully recorded the participants' behaviors, actions, and interactions. We also made note of any significant events or occurrences.


Interpretation: After the observations, we reviewed and interpreted the collected data, seeking to understand the underlying meanings and implications of the observed behaviors. This involved identifying patterns, gestures, and communication cues.


Pattern Recognition: Through a process of pattern recognition, we identified recurring themes, behaviors, and challenges that emerged during the epoché observations. This helped us gain insights into the user experience and identify areas for improvement in our design.

03

03

03

Body Storming

Reflection: Following the body storming sessions, we reflected on our own experiences and observations during the activities. We considered our physical movements, interactions, and the emotions evoked during the process.


Group Discussion: We engaged in group discussions to share our individual perspectives and insights from the body storming sessions. This allowed us to compare and contrast our experiences and collaboratively analyze the data collected.


Synthesis and Pattern Identification: By synthesizing our reflections and group discussions, we identified common patterns, challenges, and opportunities arising from the body storming sessions. This informed our understanding of the users' physical and social interactions and helped shape our design decisions.

IDENTIFYING Design Opportunity

IDENTIFYING Design Opportunity

The design opportunity identified in the study was the lack of communication opportunities between the teacher and student during online music classes. The student's focus was on playing the instrument, making it difficult for the teacher to grab their attention through the screen. The teacher's attempts to wave their hands as a means of interruption and correction were not effective. This highlighted the need for improved communication methods.

The design opportunity identified in the study was the lack of communication opportunities between the teacher and student during online music classes. The student's focus was on playing the instrument, making it difficult for the teacher to grab their attention through the screen. The teacher's attempts to wave their hands as a means of interruption and correction were not effective. This highlighted the need for improved communication methods.

The three steps involved in addressing this opportunity were:

  • Capturing the student's attention

  • Interrupting their play

  • Providing verbal correction.

The three steps involved in addressing this opportunity were:

  • Capturing the student's attention

  • Interrupting their play

  • Providing verbal correction.

Ideation and Conceptualization

Ideation and Conceptualization

Based on the research findings, the next step was to generate ideas and concepts for the solution. This involved brainstorming sessions, sketching, and creating design prototypes. Multiple design iterations were explored, considering different features, materials, and interaction methods. The concepts were evaluated against the identified user needs and technical feasibility.

Based on the research findings, the next step was to generate ideas and concepts for the solution. This involved brainstorming sessions, sketching, and creating design prototypes. Multiple design iterations were explored, considering different features, materials, and interaction methods. The concepts were evaluated against the identified user needs and technical feasibility.

Design Concept #1

The Sticker Gloves

The initial design concept was a sticker glove that utilized haptic and light technology to provide feedback and correction for hand gestures during music practice. The focus was on improving technique through the use of haptic vibrations and light signals. The design was intended for both remote and physical music classes, offering a versatile solution for gesture correction.

Design Concept #2

The Light Bracelet

The second idea was a wearable bracelet designed for students to wear while playing any musical instrument. The bracelet provided the teacher with the ability to interrupt and correct the student using lights and haptic feedback, with a specific focus on tempo and pace correction. The design of the bracelet aimed to be both visible and discreet, ensuring that it remained within the student's field of view without distracting from the primary focus of playing the instrument.

Design Concept #3

Augmented Goggles

The proposed solution involves the use of goggles with augmented reality technology to display a virtual "Waving teacher" on the lenses. This visual interruption aims to provide a comfortable wearable option that is not physically close to the hands engaged in playing the instrument. The concept draws inspiration from augmented reality and Google Glasses technology.

Prototyping

Prototyping

Informed by user research, we proceeded to prototype and test our design ideas, translating user needs into tangible concepts. This process validated ideas, addressed potential issues, and ensured our final design met user expectations. Arduino technology was used for implementation.

Material Experience

  • Emphasized the importance of materiality and material experience in the design iterations.

  • Conducted tests and gathered user feedback on various materials, including fabric, velcro straps, and cotton fabric.

  • Aimed to select materials that were lightweight, comfortable, and non-interfering with users' playing.

  • Considered user preferences and comfort during material testing.

  • Strived to create a prototype that offered a positive material experience for users.

  • Prioritized user satisfaction and engagement by refining the prototype based on material testing results.

Iterative Refinement

Iterative Refinement

Based on the feedback from user testing, the design of the Buzz Band was refined iteratively. Each iteration focused on improving specific aspects of the device, such as functionality, materiality, and usability. The feedback from users: teachers and students, played a crucial role in guiding the refinements and ensuring that the final design addressed their needs and preferences.

Wizard of Oz testing

  • Employed Wizard of Oz (WOZ) testing in our design process.

  • WOZ testing simulated prototype functionality, gathering early user feedback.

  • Manually controlled interactions behind the scenes to create a fully functional illusion.

  • Observed user behavior, reactions, and collected insightful data.

  • Identified areas of improvement and refined designs through WOZ testing.

  • Validated concepts and ensured final solution met user needs and expectations.

Analyzing Test Results

Summary of Design Iterations

Summary of Design Iterations

Final Solution and Evaluation

Final Solution and Evaluation

The final step involved synthesizing the insights gathered from user testing and incorporating them into the final design of the Buzz Band. The chosen functionalities, materials, and interaction methods were consolidated into a cohesive solution. A final evaluation was conducted with teachers and students, assessing the effectiveness and usability of the device. The results of the evaluation informed the project's success metrics, future improvements, and potential next steps.

Final solution: Specification of features

  • Two bands (one for teacher, one for student)

  • Haptic feedback for both bands

  • Attention/interruption functionality

  • Metronome and Tempo functionality

  • Distinct haptics patterns

  • Touch screen to set the beat

  • Motion detection as input

  • Customized controls

  • Soft and nondistruptive material

  • Touch screen/app for administration

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