An Evaluation of the role of Mapping in Skill Acquisition on Digital Musical Instruments
Notice bibliographique
Résumé
Digital Music Instruments (DMIs) have become popular both in research laboratories and among performers of experimental music scenes. The concept of DMIs is very attractive, however few instruments make it beyond a laboratory environment. There is an apparent lack of historical and musical background enjoyed by acoustic instruments as well as a lack of pedagogy used to evaluate the effectiveness of DMIs and DMI players. While initial evaluation methods can be borrowed from the field of Human Computer Interaction (HCI), these methods need to be extended to evaluate the DMIs' integrated layers: the physical interface, the sound synthesizer and the abstract mapping block. This research was designed around the evaluation of a novel DMI called the "Ballagumi" with two main objectives: firstly determine the extent to which it is possible to obtain skills on the Ballagumi in a musical context (using musical compositions as tasks along with an improvisation setting) and secondly to determine how much the design of the mapping block affects the acquisition of skill on the instrument. For this purpose, two studies were conducted, a preliminary study that focused on discovering gestures on the Ballagumi and obtaining an initial perspective of the instrument features (e.g. latency), and a second study where professional musicians experienced in electronic music controllers were invited to play musical tasks and also improvise on the instrument with both mappings. The study results revealed interesting insights on the instrument itself, namely that the physical interface allowed for much of the learning in the interaction as it is built with material that have passive haptic feedback. The results also showed that of the two designed mappings, the simpler choice (a direct energy input mapping) was preferred for improvisation by participants. The choice of mapping resulted in very different impressions of the performance even though the instrument and the sound synthesis layer remained constant. Manipulating the instrument on an intuitive level was made easier by a direct energy input mapping since the physical interfaced required energy input and made use of both hands. The choice of mapping also affected the extent to which participants enjoyed playing the Ballagumi. The results from these two studies can be used to further improve the Ballagumi's sound and physical attributes to have it be used by more musicians. They also not only demonstrate the importance of the mapping block in acquiring skills to the point of improvising on the DMI (confirming in this regard past literature on the subject) but highlight the importance of accounting for the existing feedback before adding levels of complexity to the mapping.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».