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1 情報処理学会インタラクション 2015 IPSJ Interaction INT /3/7 1,a) 1,b) 1,c) Design and Implementation of a Piano Learning Support System Considering Motivation Fukuya Yuto 1,a) Takegawa Yoshinari 1,b) Yanagi Hidekatsu 1,c) Abstract: Beginners often give up practicing the piano because of the difficulty of acquiring piano techniques such as reading a score, correct keying, and proper fingering. There are several learning support systems such as a lighted keyboard which indicates the next note to be played by turning the corresponding key red. However, these systems are strict in regard to learners mistakes, and it does not show the next key to press when a learner has pressed an incorrect key. When the learner makes a mistake again and again, he/she grows annoyed and loses motivation because he/she cannot progress to the next step. Therefore, the goal of our study is to construct a piano learning support system considering the learner s motivation. The proposed system varies the error margin of keying, and it offers several learning methods which have different degrees of error margin. We have developed a prototype system, and evaluated its effectiveness through actual use of the system. We found that it had significant advantages over a lighted keyboard method in a motivation. 1. () 1 Future Uniersity Hakodate a) g @fun.ac.jp b) [email protected] c) [email protected] ( ) [1] [2] ( ) [3] 2015 Information Processing Society of Japan 118

2 ( ) [1] [4] ( ) 2. [5] [6] Piano Tutor[7] [1], [2], [8], [9] Radiobaton[10] Two Finger Piano[11] Coloring-in Piano[12] ism[13] MIDI MIDI 1 Fig. 1 System structure PC ism-v[13] 3. 1 [8] 2015 Information Processing Society of Japan 119

3 Fig. 2 Presented Contents 2-(5) 2-(6) 2-(7) 2-(7) a g A G MIDI () MIDI (1) 2-(2) 2-(3) MIDI 2-(4) 3.3 [14] 5 3 (i) (ii) (iii-(a)) (iii-(b)) 1 (iv) (v) (iv) 1 A G A G 2015 Information Processing Society of Japan 120

(i) (ii) 2 (iii-(a)) (iii-(b)) # # # & (iv) 44 # (v) #4 4

Relationship between learning modes and recognition

(iii-(b)) (iv) (v) A A 1 2-(8) ( 4 *1 4 ) 4 () B B A 4 *1

4 4 B Presentation of information in the mode B 5 C Fig.

4 (i) (ii) 2 (iii-(a)) (iii-(b)) # # # & (iv) 44 # (v) #4 4 Fig. 3 3 Recognition process of music reading 1 Table 1 Relationship between learning modes and recognition process of music reading A B C D E F G (i) (ii) (iii-(a)) (iii-(b)) (iv) (v) A A 1 2-(8) ( 4 *1 4 ) 4 () B B A 4 *1 4 Fig. 4 4 B Presentation of information in the mode B 5 C Fig. 5 Mode C 1 C C C B C D D C Information Processing Society of Japan 121

5 D Fig. 6 Mode D 8 E Fig. 8 Mode E Fig. 7 7 D Presentation of information in the mode D C 1 7 MIDI MIDI ( 4) 5 A 4 5 E E 8 2 ( ) 8 2 ( 8 )3 ( 8 ) B C [1] 2 MIDI MIDI F F E 0 F G G 4. 3 PC SONY VAIO VGN-SR MIDI CASIO Privia PX-100 BenQ MP776ST PC Windows 7 Processing 2015 Information Processing Society of Japan 122

6 2 # 2 # Fig. 9 J (a) 5. K (c) J J (c) # # (b) 9 The way of measurement of the keying errors ( ) 5.1 F () 4 8 W. A. Mozart ( ) b 0 (5 1() 5()) () 9-(a) 9-(b) 9-(c) t p A B E F G f D ( 3.4 ) e D ( 14.5 ) 2015 Information Processing Society of Japan 123

7 10 Fig. 10 Comparative method: Results of the number of keying errors in the test, the values and reasons for motivation in the practice a c d a 1 (4) 2 (3) 3 (2) 4 (4) 5 (4) 6 (4) b 1 (3) 2 (5) 3 (2) 4 (4) 5 (4) 6 (3) 7 (4) 8 (4) 9 (3) c 1 (5) 2 (5) 3 (4) 4 (5) 5 (3) 6 (4) 7 (4) 8 (3) 9 (3) 10 (2) d 1 (5) 2 (4) 3 (4) 4 (5) 5 (5) 2015 Information Processing Society of Japan 124

8 Fig. 11 Proposed method: Results of the number of keying errors in the test, the values and reasons for motivation in the practice e f g h e 1 (5) 2 (3) 3 (5) 4 (5) 5 (4) 6 (5) 7 (3) 2 1 f 1 (5) 2 (5) 3 (5) 4 (5) 5 (5) 6 (4) 7 (4) 8 (4) g 1 (5) 2 (4) 3 (5) 4 (5) 5 (3) 6 (4) A B E 7 (5) 8 (5) 9 (5) 10 (5) 11 (5) E F h 1 (5) 2 (5) 3 (5) 4 (5) 5 (5) C E 2015 Information Processing Society of Japan 125

9 G e f g h F E D C B A Fig. 12 The use record of the learning mode of each subject 2 Table 2 The number of usage of the extended function a b c d a a-3 a 3 a-3 c-9 c-10 e-7 b-7 b-9 c-5 d-2 g-2 g-5 b-7 b-9 c-5 d-2 g-2 g-5 b-1 d-3 e-2 ( ) b-1 d-3 e-2 f-1 e Information Processing Society of Japan 126

10 A B b-2 b-8 b a a b 2 a b 3 2 c e E F A D E F 6. [1] CASIO lighting/. [2] products/pm/index.htm. [3], 19, pp , (2010 ). [4] [5],, ( 2007-MUS-71), Vol. 2007, No. 81, pp (2007 ). [6],,,,, 20, pp (2008 ). [7] R. B. Dannenberg, M. Sanchez, A. Joseph, P. Capell, R. Joseph, and R. Saul: A Computer-Based Multi-Media Tutor for Beginning Piano Students, Journal of New Music Research, 19 (2-3), pp (1990). [8],,,, Vol. 52, No. 2, pp (2011 ). [9],,, The Phantom of the Piano:,, Vol. 2006, No. 4, pp (2006 ). [10] R. Boulanger and M. Mathews: The 1997 Mathews Radio-Baton and improvisation modes, Proceedings of the International Computer Music Conference 1997, pp (1997). [11], Two Finger Piano, (), pp (2001 ). [12],, Coloring-in Piano, (), pp (2001 ). [13],, N-gram,, Vol. 46, No. 7, pp (2005 ). [14],,, pp (1987 ) Information Processing Society of Japan 127

Vol. 48 No. 4 Apr LAN TCP/IP LAN TCP/IP 1 PC TCP/IP 1 PC User-mode Linux 12 Development of a System to Visualize Computer Network Behavior for L

Vol. 48 No. 4 Apr LAN TCP/IP LAN TCP/IP 1 PC TCP/IP 1 PC User-mode Linux 12 Development of a System to Visualize Computer Network Behavior for L Vol. 48 No. 4 Apr. 2007 LAN TCP/IP LAN TCP/IP 1 PC TCP/IP 1 PC User-mode Linux 12 Development of a System to Visualize Computer Network Behavior for Learning to Associate LAN Construction Skills with TCP/IP