University of Twente Student Theses
Super VJ Pro : Teaching VJing Through Gamified Hardware Interaction
Constantinou, Christos (2025) Super VJ Pro : Teaching VJing Through Gamified Hardware Interaction.
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| Abstract: | This research presents the development and evaluation of Super VJ Pro, an educational game designed to teach aspiring Visual Jockeys (VJs) the fundamentals of Visual Jockeying (VJing) through a gamified, interactive learning experience. Unlike traditional methods such as YouTube tutorials and software manuals, which often rely on passive learning, Super VJ Pro adopts a performance-first approach, emphasizing hands-on practice and real-time feedback. The game leverages a custom MIDI controller, BitchBoy, to provide an intuitive, tactile interface for users to practice and master essential VJing techniques. By integrating rhythm-based challenges, structured tutorials, and a minimalistic user interface, Super VJ Pro reduces cognitive load while fostering creativity and experimentation. The research addresses a significant gap in VJ education, as existing tools like Resolume Arena and MIDI controllers are primarily designed for professionals, lacking structured educational features for beginners. Super VJ Pro bridges this gap by offering a step-by-step progression system that guides users through core tasks such as clip launching, effect triggering, and beat synchronization. The game’s design is informed by cognitive load theory and gamification principles, ensuring learning is both accessible and engaging. Through iterative development and user testing, Super VJ Pro was refined to provide clear feedback, gradual skill progression, and a seamless transition to professional VJ software. Testing with beginner VJs demonstrated the effectiveness of the performance-first approach, with participants successfully applying learned skills in Resolume Arena. The findings highlight how gamified tools can lower barriers to complex creative domains by prioritizing active experimentation over passive instruction. This thesis contributes an evaluated prototype and framework for gamified learning in performative skills, demonstrating the potential of performance-first, hardware-integrated tools to make creative education more accessible. Future work could expand the game’s features, deepen integration with professional software, and adapt its design principles to other domains requiring real-time skill application. |
| Item Type: | Essay (Master) |
| Faculty: | EEMCS: Electrical Engineering, Mathematics and Computer Science |
| Subject: | 21 art forms, 54 computer science, 81 education, teaching |
| Programme: | Interaction Technology MSc (60030) |
| Link to this item: | https://purl.utwente.nl/essays/106206 |
| Export this item as: | BibTeX EndNote HTML Citation Reference Manager |
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