CSME 2025 Abstracts

Area 1 - Computer Supported Music Education
Full Papers Short Papers

Area 1 - Computer Supported Music Education

Full Papers
Paper Nr: 5
Title:

Storytelling in Gamified Rhythmic Training
Authors:

Matevž Pesek, Zala Pregelj, Klara Žnideršič and Matija Marolt
Abstract: As virtual reality becomes more accessible, new applications, including those focused on music, are becoming more widespread. In addition, gamification and storytelling elements have already shown positive effects on learning. In this study, we observe the effects of storytelling on the user experience and the development of rhythmic skills in the VR game Steady the Drums! Players use the headset’s controllers to perform rhythmic patterns and command troops in a medieval setting. Two versions of the game — one with and one without narration — were developed to compare participants’ performance. Improvement in rhythmic skills was measured using the Tapping-PROMS test, while user experience was assessed using questionnaires. The results showed that skills improved overall, with the non-narrated version achieving slightly higher success rates. However, the narrated version received better hedonic ratings, suggesting that while narrative elements may somewhat hinder immediate skill growth, they could increase long-term motivation and encourage continued play.
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Paper Nr: 6
Title:

From Push Buttons to Notes: A Hardware/Software Ecosystem for Inclusive Music Education
Authors:

Luca Andrea Ludovico, Vanessa Faschi, Federico Avanzini, Emanuele Parravicini and Manuele Maestri
Abstract: This paper explores several ways to drive a music-oriented computer system by push-button controls, with a particular focus on music education for young children and individuals with disabilities. The research investigates a range of interaction paradigms where heterogeneous push-button actions can be mapped onto musical functions, such as triggering Note-On/Note-Off events, dynamically controlling other musical parameters, or playing and stopping pre-recorded sequences. The ultimate goal is to propose a hardware/software ecosystem that utilizes button-based human-computer interfaces that are not specialized for music (e.g., joypads or colored computer keyboards). These paradigms are designed to lower the barrier to entry for engaging with music, making it accessible even to those with limited motor skills or no prior musical training. To this end, we propose an implementation where multiple push-button devices can be connected to a hub that communicates with a computer, and the role of the latter is to associate a customizable musical meaning to button events in the framework of inclusive music education.
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Paper Nr: 8
Title:

Digital and Sustainable Strategies for Preserving Minority Languages Through Music Education
Authors:

Andrea Bareggi and Simonetta Sargenti
Abstract: The digital transformation of music education is a pivotal innovation, addressing both the evolution of teaching methodologies and the democratization of access to musical and cultural heritage. The ERASMUS+ KA210 YOUTH-funded project, “Musique et Langues Minoritaires Régionales” (MUS-LaMiRé), exemplifies this synergy by focusing on safeguarding European multilingualism through the non-formal musical education of young individuals (aged 13 to 30). This paper explores the integration of digital tools in MUS-LaMiRé, emphasizing their role in the preservation and dissemination of endangered minority languages and fostering a dynamic cultural exchange within the framework of the Small European Orchestra of Linguistic Minorities.
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Paper Nr: 13
Title:

Teaching LLMs Music Theory with In-Context Learning and Chain-of-Thought Prompting: Pedagogical Strategies for Machines
Authors:

Liam Pond and Ichiro Fujinaga
Abstract: This study evaluates the baseline capabilities of Large Language Models (LLMs) like ChatGPT, Claude, and Gemini to learn concepts in music theory through in-context learning and chain-of-thought prompting. Using carefully designed prompts (in-context learning) and step-by-step worked examples (chain-of-thought prompting), we explore how LLMs can be taught increasingly complex material and how pedagogical strategies for human learners translate to educating machines. Performance is evaluated using questions from an official Canadian Royal Conservatory of Music (RCM) Level 6 examination, which covers a comprehensive range of topics, including interval and chord identification, key detection, cadence classification, and metrical analysis. Additionally, we evaluate the suitability of various music encoding formats for these tasks (ABC, Humdrum, MEI, MusicXML). All experiments were run both with and without contextual prompts. Results indicate that without context, ChatGPT with MEI performs the best at 52%, while with context, Claude with MEI performs the best at 75%. Future work will further refine prompts and expand to cover more advanced music theory concepts. This research contributes to the broader understanding of teaching LLMs and has applications for educators, students, and developers of AI music tools alike.
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Short Papers
Paper Nr: 7
Title:

Face the Music: Summarizing Unscripted Music Practice from Audio
Authors:

Christopner Raphael
Abstract: We present ongoing work in developing a system to support instrumental practice in which a students plays from a score but can move freely within the score, as is typical of score-based music practice. Our system develops a correspondence between the practice audio and the score, partitioning the audio into a collection of score-aligned excerpts using dynamic programming. We examine several offline approaches to help interpret or summarize the practice audio. One is a tool that allows score-driven browsing of the audio. We also look at several score-based visualization tools that highlight aspects of the practice data. Finally we develop a technique that assembles an “optimal” audio performance from the score-aligned fragments, seeking an assembly that is rhythmically most plausible according to a simple probabilistic model for musical timing.
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Paper Nr: 10
Title:

Exploring the Role of Sound Design in Serious Games: Impact on User Experience and Learning Outcomes
Authors:

Zijing Cao, António Sá Pinto and Gilberto Bernardes
Abstract: Sound design plays an important role in serious games, influencing user experience and learning outcomes. However, deriving general principles and best practices remains challenging, as most literature relies on case-based studies in different application domains. Through a systematic review of the literature, 21 studies were analyzed to address two key questions: 1) what types of serious games and application domains incorporate sound design? and 2) what sound design strategies are implemented to enhance user experience and learning outcomes? The findings show that serious games have mainly focused on education, healthcare, and training, using sound to enhance motivation (50%), cognition (32%), and knowledge acquisition (18%). Furthermore, sound design strategies fulfill distinct roles: sound effects enhance feedback and engagement, background music influences motivation and cognitive processing, ambient sounds support navigation and emotional regulation, and dialogue facilitates knowledge acquisition. The findings highlight the need for further research to establish standardized sound design principles to optimize user experience and learning outcomes in serious games.
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