| Title: | ImproVisAR : designing augmented reality piano roll for teaching improvisation |
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| Authors: | ID Deja, Jordan Aiko (Author)
ID Štor, Sandi (Author)
ID Pucihar, Ilonka (Author)
ID Weerasinghe Arachchillage, Anuradhi Maheshya W. (Author)
ID Balbin, Rafael Marco (Author)
ID Čopič Pucihar, Klen (Author)
ID Kljun, Matjaž (Author) |
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| Files: |  RAZ_Deja_Jordan_Aiko_2025.pdf (2,68 MB)
MD5: C0C4B0630CECF7CAC8B4E7EFD953E158
 https://link.springer.com/article/10.1007/s10055-025-01215-z
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| Language: | English |
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| Work type: | Article |
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| Typology: | 1.01 - Original Scientific Article |
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| Organization: | FAMNIT - Faculty of Mathematics, Science and Information Technologies
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| Abstract: | Improvisation is an important skill in music instrument learning, but remains a less-taught topic in traditional piano education. To improvise effectively, learners must develop musical vocabulary, creative confidence, and comfort in performance. These demands make piano improvisation a complex teaching challenge where technology interventions may offer sup- port. Prior short-term studies on augmented piano roll visualisations have shown promise for teaching sight-reading and motor coordination in novice students. However, how such approaches can support advanced learners in acquisition of improvisational skills remains under-explored. To address this gap, we present ImproVisAR, an interactive piano training system that teaches improvisation through augmented piano roll visualisations. Concepts and tools derived from a co- design process with improvisation experts are integrated as structured learning modes. We validated the system through a four-day controlled study (n = 6) comparing an AR-based condition with a traditional sheet music condition following a mixed-methods approach to data analysis. We collected and analysed subjective ratings of cognitive load, creativity support, user-experience, expert evaluation of performances, interaction logs, and qualitative insights collected from daily post-study interviews. Our findings show that participants experienced reduced cognitive load over time, sustained engage- ment across sessions, and AR participants showed higher expert-rated scores, particularly in rhythm, flow, musicality and overall musical impression. Participants also reported greater immersion, freedom to create musical content and motiva- tion to continue playing. We discuss these findings in relation to user experience and creativity support, and offer design recommendations for AR systems that aim to teach complex, expressive skills such as musical improvisation. |
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| Keywords: | augmented reality, projections, piano, jazz, improvisation, training system |
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| Publication date: | 26.08.2025 |
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| Year of publishing: | 2025 |
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| Number of pages: | str. 1-19 |
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| Numbering: | Vol. 29, article no. 140 |
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| PID: | 20.500.12556/RUP-21692  |
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| UDC: | 004.439:004.94VRML:780.616.433 |
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| ISSN on article: | 1359-4338 |
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| DOI: | 10.1007/s10055-025-01215-z |
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| COBISS.SI-ID: | 248149251 |
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| Publication date in RUP: | 09.09.2025 |
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| Views: | 434 |
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| Downloads: | 8 |
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