Dance Interactive Learning Systems: A Study on Interaction Workflow and Teaching Approaches
Motion Capture and whole-body interaction technologies have been experimentally proven to contribute to the enhancement of dance learning and to the investigation of bodily knowledge, innovating at the same time the practice of dance. Designing and implementing a dance interactive learning system with the aim to achieve effective, enjoyable, and meaningful educational experiences is, however, a highly demanding interdisciplinary and complex problem. In this work, we examine the interactive dance training systems that are described in the recent bibliography, proposing a framework of the most important design parameters, which we present along with particular examples of implementations. We discuss the way that the different phases of a common workflow are designed and implemented in these systems, examining aspects such as the visualization of feedback to the learner, the movement qualities involved, the technological approaches used, as well as the general context of use and learning approaches. Our aim is to identify common patterns and areas that require further research and development toward creating more effective and meaningful digital dance learning tools.
モーションキャプチャや全身インタラクション技術は、ダンス学習の強化や身体知の探求に貢献することが実験的に証明されており、同時にダンスの実践を革新しています。しかし，効果的で楽しく有意義な教育体験を実現するために，ダンスのインタラクティブな学習システムを設計・実装することは，学際的かつ複雑な課題である．本研究では，最近の文献に記載されているダンス対話型学習システムを検討し，最も重要な設計パラメータのフレームワークを提案し，具体的な実装例とともに提示する．これらのシステムでは、共通のワークフローの各段階がどのように設計され、実装されているかについて、学習者へのフィードバックの可視化、動きの質、技術的なアプローチ、利用や学習アプローチの一般的な文脈などを検討しています。より効果的で有意義なデジタルダンス学習ツールの開発に向けて、共通のパターンや研究開発が必要な分野を明らかにすることを目的としています。
interactive training
(1) motion demonstration through representing a stored pre-recorded motion captured movement of an expert from a database, usually using a rendered avatar,
(2) the student is asked to imitate the ideal movement,
(3) the student is motion captured and her movement is compared with the ideal one in the database, and finally
(4) the student is provided with a score value as feedback.
Computer Sciences, Social-Informatics and Telecommunications Engineering), 7.
157–170.
ACM, 659–662.
virtual teacher
International Symposium on Multimedia (ISM’14). IEEE, 159–166.
no teacher
There is no demonstration by a virtual teacher and the students are asked to perform a movement of their own choice. Then their captured motion is being processed with a motion recognition algorithm and compared with the corresponding movements, from a movement database. Therefore, the workflow of these interactive systems consists of motion capture of the student, motion capture of the teacher, motion recognition algorithm, retrieval from the motion database, motion comparison algorithm and feedback.
of the Conference on Human Factors in Computing Systems (CHI’12). ACM, 1619–1624.
Advanced Visual Interfaces. ACM, 27.
the 3rd International Symposium on Movement and Computing. ACM, 43.
SIGGRAPH Asia 2015 Symposium on Education. ACM, 6.
International Joint Conference on Pervasive and Ubiquitous Computing: Adjunct. ACM, 973–976.
Computing Systems. ACM, 1629–1636.
In systems “Super Mirror” 58, “You Move” 4, and “Virtual reality dance training system” 22, different color is applied in the body parts the movement of which should be improved. Computer Sciences, Social-Informatics and Telecommunications Engineering), 7.