情報処理学会インタラクション 2015 IPSJ Interaction 2015 15INT014 2015/3/7 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) g2113027@fun.ac.jp b) yoshi@fun.ac.jp c) yanagi@fun.ac.jp ( ) [1] [2] ( ) [3] 2015 Information Processing Society of Japan 118
( ) [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
1 5 6 7 3 2 4 2 Fig. 2 Presented Contents 2-(5) 2-(6) 2-(7) 2-(7) a g A G 3.1 1 MIDI () MIDI 3.2 2-(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 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 5 3 5 3 5 C D D C 1 6 6 1 2 3 2 1 3 2 2 2 1 1 4 3 6 1 3 2015 Information Processing Society of Japan 121
1 2 1 2 1 2 1 2 6 D Fig. 6 Mode D 8 E Fig. 8 Mode E Fig. 7 7 D Presentation of information in the mode D 1 2 3 1 C 1 7 MIDI MIDI 7 4 1 ( 4) 5 A 4 5 E E 8 2 ( 5 4 5 ) 8 2 ( 8 )3 ( 8 ) B C 8 2 2 0 [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
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 17 3 30 ( ) 30 5 5 1 1 0 b 0 (5 1() 5()) () 9-(a) 9-(b) 9-(c) 30 30 5 5.2 10 11 12 2 4.6 0.3 3.9 0.5 t p 0.04 5 2 12 A B E F G f D ( 3.4 ) e D ( 14.5 ) 2015 Information Processing Society of Japan 123
10 Fig. 10 Comparative method: Results of the number of keying errors in the test, the values and reasons for motivation in the practice. 160 140 120 100 80 60 40 20 0 1 2 3 4 5 6 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 a c d 5 4 3 2 1 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
160 140 120 100 80 60 40 20 11 Fig. 11 Proposed method: Results of the number of keying errors in the test, the values and reasons for motivation in the practice. 5 4 3 2 0 1 2 3 4 5 6 7 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 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
G e f g h F E D C B A 0 30 60 90 120 150 180 210 240 270 300 330 1 2 3 4 5 6 7 8 9 10 11 12 Fig. 12 The use record of the learning mode of each subject 2 Table 2 The number of usage of the extended function 1 2 3 4 1 14 1 11 3 28 2 2 9 0 6 22 0 0 a 3 1 0 0 3 3 2 4 8 5 5 27 0 0 5 18 3 2 19 0 0 6 37 0 2 9 0 0 1 19 4 4 2 10 16 2 13 1 0 2 6 3 3 10 3 0 4 30 4 4 3 0 0 7 10 2 b 5 4 0 0 4 3 3 6 6 4 0 3 22 1 7 4 3 2 9 4 5 8 4 1 0 7 3 5 9 22 3 0 0 0 1 1 98 36 25 0 1 3 2 14 0 1 5 8 0 3 11 4 1 2 21 5 4 3 2 3 17 40 0 c 5 20 1 1 24 38 4 6 35 0 6 68 15 2 7 42 10 0 25 23 3 8 6 0 0 2 7 0 9 17 2 3 12 3 0 10 12 0 0 0 11 2 1 86 0 0 0 12 3 2 46 3 8 8 16 13 d 3 48 1 3 15 12 16 4 29 2 1 1 11 5 5 23 2 0 0 15 2 2 10 11 3 a-3 10 11 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-1 2015 Information Processing Society of Japan 126
A B b-2 b-8 b a a b 2 a b 3 2 c 7 10 2 e E F A D E F 6. [1] CASIO http://casio.jp/emi/key lighting/. [2] http://www.kawai.co.jp/cmusic/ products/pm/index.htm. [3], 19, pp. 131 149, (2010 ). [4] http://www.konami.jp/am/keyboard/. [5],, ( 2007-MUS-71), Vol. 2007, No. 81, pp. 185 190 (2007 ). [6],,,,, 20, pp. 933 934 (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. 155 173 (1990). [8],,,, Vol. 52, No. 2, pp. 917 927 (2011 ). [9],,, The Phantom of the Piano:,, Vol. 2006, No. 4, pp. 69 70 (2006 ). [10] R. Boulanger and M. Mathews: The 1997 Mathews Radio-Baton and improvisation modes, Proceedings of the International Computer Music Conference 1997, pp. 395 398 (1997). [11], Two Finger Piano, (), pp. 37 44 (2001 ). [12],, Coloring-in Piano, (), pp. 69 74 (2001 ). [13],, N-gram,, Vol. 46, No. 7, pp. 1548 1559 (2005 ). [14],,, pp. 70 81(1987 ). 2015 Information Processing Society of Japan 127