[Retracted] Internet of Things Remote Piano Information Teaching System and Its Control Method
Abstract
In order to change the current piano teaching mode and develop towards digitalization, this paper puts forward the Internet of Things remote piano information teaching system. The digital electric piano teaching system is controlled by multimedia computer. It is a kind of music teaching form composed of electric piano and other electronic keyboard instruments, music auxiliary teaching system, and music production software. It integrates viewing, listening, and practicing and changes the traditional one-to-one teaching mode. Its core structure adopts professional audio processing chip and processor to realize controllable digital audio communication channel, which solves the interference problem well, and realizes classroom simulation functions such as centralized teaching, personal guidance, personal demonstration, group demonstration, and group practice. The application results show that the average learning time of the students who pass the intelligent digital electric piano teaching system is reduced by 14%; After two months of study, 46 students still like the piano through the intelligent digital electric piano teaching system, with a retention rate of 92%, which is significantly higher than the 38 students who study the traditional piano, with a retention rate of 76%. Conclusion. The system makes teaching easier and more efficient.
1. Introduction
- (1)
Expand beneficiary groups. After the informatization of music teaching resources, with the help of computer technology and the Internet, the teaching resources will spread rapidly in the network. Students will have more convenient access to music teaching resources and knowledge, and their learning will no longer be affected by region and time. More and more students will enjoy the convenience of education informatization [2].
- (2)
Promote students’ autonomous learning. With the help of the music teaching assistant system, students can choose the time, place, and content of learning according to their own situation. The ability of autonomous learning will be rapidly improved, and the learning efficiency will also be greatly improved
- (3)
Facilitate the teaching work of music teachers. The digitalization and informatization of music classroom will provide a broad resource platform for teachers. Teachers can easily obtain the education and teaching resources they want according to their own needs and can customize the teaching content exclusively according to the actual learning situation of students
- (4)
Enrich classroom teaching content. The music classroom teaching assistant system will effectively change the traditional music classroom teaching mode in which teachers teach students to listen [3]. The music classroom teaching assistant system can provide various bathhouse teaching scenes, such as playing the piano, composing music scores, and appreciating music, and can also provide classroom tests, such as rhythm training
- (5)
More comprehensive sensory experience. With the classroom teaching assistance system, students can listen to music, intuitively feel music, play music, and create their own music while listening to the music knowledge taught by teachers. Enhance students’ interest in learning and improve learning quality
2. Literature Review
Yu et al. pointed out that the essence of distance education is a complex practical activity in a narrow sense and a comprehensive complex system in a broad sense [4]. Chen pointed out that ontology research is more a basic research and application research, focusing on the research and solution of practical problems [5]. In recent years, with the maturity of the educational model of “large-scale open online courses” (MOOC), many well-known foreign MOOC websites such as Coursera, EDX, and Udacity have also launched a large number of piano MOOC products, which makes the networked piano education enter a new stage of development. Under this background, many music education theorists have also begun to study the networking of piano education. Mansfield-Devine pointed out that online piano education will become the mainstream form and dominant mode of piano teaching in the future [6]. Chen et al. proposed that, based on the rapid development of information technology and the growing public demand for piano music education, the networked piano education that can provide more personalized teaching programs and educational services will gradually become the mainstream trend of the development and progress of piano education [7]. Researchers also began to shift their research perspective to the field of online piano music education. Saharkhizan et al. pointed out that the emergence of various new media and we media has brought us a new audio-visual feast era of digital and fast transmission, consumption, and education of piano music [8].
In recent years, the rapid development of Applied Electronic Technology and the continuous improvement of large-scale integrated chip technology have provided a new direction for changing the current teaching mode. At the same time, the development of information technology in colleges and universities, as a part of their own development, has been paid more and more attention by university managers. Under this background, the combination of electronic technology and electric piano teaching has produced a digital electric piano teaching system, which has greatly improved the problems existing in the current teaching.
3. Research Methods
3.1. System Principle
Digital electric piano teaching system mainly adopts digital audio technology and FPGA large-scale logic chip technology. Verilog HDL is a hardware description language that is currently used more frequently. It expresses the structure of digital circuit in the form of text, realizes the digital logic function, and realizes the digital control and transmission of analog audio signal [3, 9]. The main working process of the system is as follows: the student terminal and the teacher terminal collect the analog signals, convert the analog signals into digital signals, and transmit them to the main control terminal through the network. The main control terminal processes the audio data of each terminal according to the operation requirements of the digital electric piano teaching software and transmits the processed audio data to the student terminal, teacher terminal, computer, and other systems.
The main components of the digital electric steel teaching system are shown in Figure 1. The main components are as follows: ① it is the teacher’s piano and microphone, that is, the audio input of the teacher’s terminal; ② it is a teacher’s earphone for listening to the system sound; ③ ⑤ ⑦ it refers to the student piano and microphone, that is, the audio input of the student 0-62 terminal; ④ ⑥ ⑧ it refers to the 0-62 earphones for students to listen to the system sound; ⑨ it is the teacher’s piano terminal, that is, the audio and other related processing at the teacher’s office; ⑩ ⑪ ⑫ refers to the student 0-62 terminal, that is, the audio and other related processing at the student’s office; ⑬ the main control terminal is used for the coordination and related processing of the whole system; ⑭ it refers to line input, which is used for external sound source access to the system; ⑮ it is the upper computer and the interface of human-computer interaction, which is used to operate the whole system; ⑯ it is the output of power amplifier, which is used for the system to play sound through the power amplifier; ⑰ it refers to line output, which is used to transmit signals in this system to other systems to realize mutual integration between systems [2, 10].
3.2. Functional Study
The digital electric piano teaching system broadens the teaching scope; realizes the close combination of theory and practice in the piano teaching process; organically integrates the knowledge of sight reading, music theory, harmony, improvisational accompaniment, improvisational creation, and improvisational performance in the classroom; and turns the simple skill training course into a more targeted and practical comprehensive course [11].
3.2.1. Functional Features
(1) Full Site Guidance. Lectures can be given to the whole class. The teacher’s piano can be used to perform and give lectures to all students. External high-quality sound sources can be introduced to play music to all students.
(2) Personal Guidance. Personal guidance is mainly used to simulate a class when a student has questions to ask the teacher or the teacher needs to communicate with the students. In this mode, other students in the class can practice freely according to the content assigned by the teacher. The specific operations are as follows:
The teacher can select the student terminal to be communicated, and the background color of the selected student terminal turns green. At this time, the teacher and the student can communicate through the microphone, and the student and the teacher can hear each other playing the piano, which facilitates the communication between the teacher and the student.
If students have questions to ask the teacher during free practice or class, they can press the “call” button in the student terminal. At this time, the background color of the corresponding calling students in the system interface will change, and the selected calling students can communicate with each other.
If there are multiple student terminals calling, the teacher can select one by one according to the calling sequence or arrange by himself. When students’ questions are found to be common, they can click “cancel call” and switch to the “full field guidance” mode for unified answers.
In the state of personal practice and guidance, you can also conduct personal sequential monitoring. The listening sequence can be set.
(3) Group Exercise. The group exercise is mainly used to simulate the class. The teacher assigns some students to form a group and perform the ensemble. In this mode, the specific operations are as follows: the teacher selects the students who need to join the group, the background color of the selected student terminal changes to the strobe color, the students in the group and the teacher can communicate without obstacles, and other students outside the group can practice freely according to the content assigned by the teacher.
(4) Personal Demonstration. The personal demonstration is mainly used to simulate the class. The teacher assigns a student to play for the whole class. In this mode, the specific operations are as follows: the teacher selects the student terminal to be demonstrated, and the background color of the selected student terminal changes to the strobe color. At this time, the selected demonstration student can communicate with the teacher, and the rest of the students can enjoy the student’s performance and the teacher’s comments on him.
(5) Group Demonstration. The group demonstration is mainly used to simulate the class. The teacher assigns some students to the whole class. In this mode, the specific operations are as follows: the teacher needs to select the student terminals demonstrated in the group, respectively, and the background color of the student terminals selected for the group changes to the strobe color, which means that the group is selected [12]. At this time, the selected demonstration students can communicate with the teacher, and the rest of the students can enjoy the performance of the demonstration students and the teacher’s comments on them.
3.2.2. Description of the Main Control Terminal
The main control terminal uses FPGA super large-scale logic control processing chip. It is similar to the brain of the whole system, coordinating various functional modules to complete specific tasks in different states. According to the command issued by the upper computer, FPGA will receive the data of student terminal and teacher terminal through the data transmission interface. Disassociate the received data into function data and audio data [13, 14]. Identify the function data code and make corresponding processing. After mixing the audio data according to the current status, the corresponding data will be repackaged and sent to their respective terminal devices through the data transmission interface. In the main control terminal, a variety of class modes are simulated according to the requirements to realize the communication channel between students and teachers and students and students.
3.2.3. Student Terminal Description
- (1)
Reset: when the student adapter cannot be gated by the teacher, press this key to restore the adapter to normal
- (2)
Earphone: the socket of earphone plug of earphone microphone for students
- (3)
Microphone: the socket of the microphone plug of the student’s earphone microphone
- (4)
Call: when a student wants to ask a teacher a question, press this key, and the “student seat number display” light on the teacher’s controller will flicker, and the teacher will know that the student wants to ask a question
- (5)
Volume: adjust the volume of student headphones, press + to increase the volume, and press - to decrease the volume
Generally, the volume knob of the student piano should be placed at the medium position and will not change. The volume of the earphone can be adjusted by the volume knob on the student control box.
3.2.4. Flow Chart of Audio Data Transmission
The audio data transmission flow chart is divided into audio receiving data flow chart and audio sending data flow chart. The audio transmission process is shown in Figure 3, which is mainly used to convert analog signals into digital data through the audio chip and transmit them to other terminals; the audio receiving flow chart is mainly used to convert the digital data of the external terminal into analog signals through the audio chip.
4. Result Analysis
4.1. Improvement of Teaching Efficiency
The author conducted a 4-month comparative study in a cooperative institution and randomly selected 50 students participating in the traditional teaching and 50 students participating in the digital electric piano teaching system for sample comparison. The first is the comparison of teaching efficiency, which is also based on the learning of simple Thompson. After learning the second book of simple Thompson, the author compared the learning time of the two groups of students and obtained the following in Figure 4.
As can be seen from Figure 4, the learning efficiency of students who pass the intelligent digital electric piano teaching system has increased by an average of 14%, which can be said to be very obvious. With the continuous improvement and improvement of the teaching system itself, I believe this difference will be more obvious.
4.2. Improvement of Learning Autonomy
Similarly, 50 students participating in the traditional teaching and 50 students participating in the digital electric piano teaching system are randomly selected for sample comparison. Within one month, the practicing time of the two groups of students is counted, respectively, and the following is obtained in Table 1:
| Traditional teaching | Digital electric piano teaching | |
|---|---|---|
| Monthly average minutes of piano practice | 530 | 820 |
It can be seen from Table 1 that the learning efficiency of students who pass the intelligent digital electric piano teaching system has increased by an average of 54.7%, which is a very significant change. Of course, this does not mean that it is entirely the improvement of students’ independent practicing time. Because the teacher can give quantitative and qualitative assignments through the intelligent digital electric piano teaching system, it is difficult for the students to be lazy. However, we can use another spot check form to see whether the students’ autonomy has been improved. We can divide them into two groups and spot check 50 students in each group for investigation and comparison. The students who are eager to learn at the beginning of school shall prevail. The anonymous survey results after two months of learning are shown in Table 2.
| Traditional teaching | Digital electric piano teaching | |
|---|---|---|
| Students who still like the piano | 38 | 46 |
It can be seen from Table 2 that after two months of study, 46 students still like the piano through the intelligent digital electric piano teaching system, with a retention rate of 92%, which is significantly higher than that of 38 students in traditional learning, with a retention rate of 76% [15].
From the statistics of the survey results in the two tables, it can be seen that the students who pass the intelligent digital electric piano teaching system have significantly improved their learning autonomy, and the effect is remarkable, which is worth promoting.
4.3. Improvement of Teaching Quality
Finally, the students participating in the traditional teaching and the students participating in the digital electric piano teaching system were randomly selected for sample comparison. Two groups of sampling surveys were conducted:
The first group is subject to the students who have all completed the simple Thompson Volume II; the scores of 50 students in each group who play the same song in the error correction master performance mode are counted, and the following is obtained in Table 3.
| Traditional teaching | Digital electric piano teaching | |
|---|---|---|
| Average score | 88 | 96 |
As can be seen from Table 3 above, students who have also completed the simple Thompson Volume II, play the same song, and pass the intelligent digital electric piano teaching system can get an average score of 96 points, 8 points higher than the average score of 88 points of students in traditional teaching. Of course, some people will question that the students who pass the intelligent digital electric piano teaching system are already more skilled in this performance mode. They can play it easily. Naturally, their scores will be higher than those of the students in traditional teaching. Of course, this may also become a factor affecting their grades. Therefore, we have conducted the second group of comparative survey. For the students who also participated in the grade examination, each group selected 10 students each from grades 3, 4, 5, 6, and 7, a total of 50, and counted the number of students who passed and the number of students who got good or above, respectively [16]. The following is obtained in Table 4:
| Traditional teaching | Digital electric piano teaching | |
|---|---|---|
| Number of students passing the examination | 48 | 50 |
| Number of students with good grades or above | 2 | 7 |
As can be seen from Table 4, the number of students who also participated in the amateur piano grading test and passed the intelligent digital electric piano teaching system is 50, and the passing rate is 100%. Compared with the 48 students who passed the traditional teaching, the passing rate is 96%; however, from the number of students above de Liang, we can see an obvious improvement. Among the students who pass the intelligent digital electric piano teaching system, the number of students above de Liang is 7, which is much higher than the traditional teaching of 2 students. It can be seen that the students of the intelligent digital electric piano teaching system have significantly improved the teaching quality, which is worth promoting [17, 18].
5. Conclusion
To sum up, the digital electric piano teaching system is a new product based on the continuous development, progress, and improvement of the current digital information technology. Compared with the traditional piano, it is cheaper, lighter, and more functional, allowing more people to participate in a wider range of music experiences. This has played a positive role in promoting the popularization of piano teaching.
Conflicts of Interest
The author declares no conflicts of interest.
Open Research
Data Availability
The data used to support the findings of this study are available from the corresponding author upon request.
