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<p>This study examined the psychological mechanisms that underlie the use of MIDI accompaniment for learning and its impact on perceptual-motor synchronization, temporal structuring, and engagement dynamics. The main task was to compare the effectiveness of Guide Mode with conventional MIDI accompaniments in structured piano instruction. The study employed a mixed-methods approach, incorporating pre-test and post-test assessment of performance, real-time MIDI tracking analytics, and self-report motivation scales. The experiment involved a group of 48&#xa0;s-year piano students (with a gender ratio of 1:1). The sample was divided into two experimental groups (Guide Mode vs. MIDI accompaniment only), with data triangulated through quantitative error tracking (pitch and rhythm deviation), qualitative observations from the instructor, and self-esteem mapping based on a survey. Statistical analysis (ANOVA, t-tests, and Cronbach’s alpha for reliability assessment) was used to identify inter-group differences and intra-individual learning trajectories. The Guide Mode group demonstrated excellent adherence to the prescribed tempo (an average improvement in tempo accuracy of 14.2%&#xa0;compared to 11.8%&#xa0;for the MIDI-only group) and increased engagement indicators (72%&#xa0;reported enhanced enthusiasm). Additionally, 22% of the students perceived MIDI as a mere extension of traditional methods rather than an innovative approach. This suggests that the effect of cognitive encapsulation occurs when digital learning tools permeate into existing learning patterns rather than revolutionizing musical cognition. These findings highlight the pedagogical value of MIDI in optimizing sensorimotor involvement and self-regulated learning. The results also emphasize the need for adaptable implementation strategies that strike a balance between technological precision and expressive flexibility.</p>

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Perceptual-motor synchronization and motivation in structured piano training: A mixed-methods study of MIDI-based learning tools

  • 期刊论文

  • 发表日期：

    2026年4月25日

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  • Wenchao Xu,
  • Weiqi Liu

摘要

This study examined the psychological mechanisms that underlie the use of MIDI accompaniment for learning and its impact on perceptual-motor synchronization, temporal structuring, and engagement dynamics. The main task was to compare the effectiveness of Guide Mode with conventional MIDI accompaniments in structured piano instruction. The study employed a mixed-methods approach, incorporating pre-test and post-test assessment of performance, real-time MIDI tracking analytics, and self-report motivation scales. The experiment involved a group of 48 s-year piano students (with a gender ratio of 1:1). The sample was divided into two experimental groups (Guide Mode vs. MIDI accompaniment only), with data triangulated through quantitative error tracking (pitch and rhythm deviation), qualitative observations from the instructor, and self-esteem mapping based on a survey. Statistical analysis (ANOVA, t-tests, and Cronbach’s alpha for reliability assessment) was used to identify inter-group differences and intra-individual learning trajectories. The Guide Mode group demonstrated excellent adherence to the prescribed tempo (an average improvement in tempo accuracy of 14.2% compared to 11.8% for the MIDI-only group) and increased engagement indicators (72% reported enhanced enthusiasm). Additionally, 22% of the students perceived MIDI as a mere extension of traditional methods rather than an innovative approach. This suggests that the effect of cognitive encapsulation occurs when digital learning tools permeate into existing learning patterns rather than revolutionizing musical cognition. These findings highlight the pedagogical value of MIDI in optimizing sensorimotor involvement and self-regulated learning. The results also emphasize the need for adaptable implementation strategies that strike a balance between technological precision and expressive flexibility.