ArticleFrontiers in psychology2025
Effects of audio feedback interventions with the Disklavier on the performance of piano students.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Objective: At an advanced level, musicians need to consider specific strategies of self-observation and self-evaluation to improve performances. Thus, the use of self-recordings is a suitable method. The purpose of this study was to investigate effects of short feedback interventions with audio playbacks on the performance of piano students. Methods: For that, 25 advanced piano students were asked to play a prepared piece. The students performed on a Disklavier, a grand piano with digital sensors and electromagnets to record and reproduce MIDI data. In the first intervention group, eight students were listening to a replay of their own performance on the Disklavier. A second intervention group of nine students was additionally able to manipulate this playback in tempo and volume by using a remote control. The third group was the control group with eight students, who did not listen to a playback but read a book instead. After the intervention, the students played the performance a second time and rated the performance compared to the first performance. Furthermore, all performances were acoustically recorded and rated by a group of professional pianists in an online survey. Results: The results showed significant differences in the self-ratings of the students between the groups in certain musical parameters such as rhythm, agogic, interpretation and musical expression. The intervention groups rated the second performance better in these parameters. The intervention groups did not differ from each other, but did differ from the control group. The external ratings did not show any significant effects. Conclusion: Overall, listening to one's own recording seems to have an influence on the process of improving one's own playing. In addition, the Disklavier showed great potential as a feedback instrument for professional piano students.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.