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201588 https://hdl.handle.net/2286/R.2.N.201588 http://rightsstatements.org/vocab/InC/1.0/ All Rights Reserved 2025 284 pages Doctoral Dissertation Academic theses en Chen, Han-Ning Schmidt, Margaret Tobias, Evan Stauffer, Sandra Arizona State University Partial requirement for: Ph.D., Arizona State University, 2025 Field of study: Music Education Virtual Reality (VR) technology may be able to enhance music education by offering immersive, interactive music experiences. However, VR technology alone does not automatically cause learning to occur and generate meaningful and effective music learning experiences. The key exists in how educators/designers think and use VR in teaching and learning design. The effective design of VR music education programs remains underexplored. Consequently, this study aims to examine my process of designing a VR music project focused on Vivaldi's The Four Seasons and Baroque art and architecture. I used IDEO’s (2012) “Design Thinking for Educators” as a guiding framework and explored what I learned throughout the design process and the challenges I encountered, aiming to leverage VR's immersive and interactive affordances to enhance music learning. This research was conducted in Taiwan with four non-music major undergraduates and an engineer. I employed a qualitative case study approach, collecting data through pre-experience questionnaires, observations, screen recordings, interviews, a researcher's journal, and document analysis. I learned that my design process was a dynamic, iterative journey that required balancing pedagogical goals, student needs, and technical constraints. I found myself simultaneously playing three separate but related roles (music educator, designer, and researcher), each providing unique but overlapping perspectives that enriched the project's design. As a music educator, I reflected on what I learned in the design process through the lens of Schwab’s four commonplaces—the teacher, milieu, subject matter, and learner aspects. As a designer, I learned that IDEO’s “Design Thinking for Educators” framework is helpful to my design process, and my design process has benefited from interdisciplinary collaboration as it fosters mutually beneficial professional exchange and stimulates innovation beyond individual capabilities. Educational theories such as constructivism, scaffolding theory, multimedia learning theory, and game-based learning informed this VR music project design. As a researcher, I examined my researcher reflexivity and research implementation process. I encountered several challenges in my design process, including design challenges, limitations in time and resources restricting feature development, and VR adaptation challenges. Last, I offer some recommendations for music teachers to explore using VR to provide context-rich, exploratory music learning experiences. Music Education Educational technology Design Process Music Education Virtual Reality Virtual reality in education Virtual Reality in Music Education Virtual Reality Music Project A Case Study of the Process of Designing a Virtual Reality Music Education Project