1. art and entertainment
2. music
3. musical instruments
4. pianos

iv
Un
er
BACHELOR OF SCIENCE DEGREE/DEGREE WITH HONOURS IN
Multimedia Communication
sit
Final Year Project Report
Department of Electronic, Communication and Electrical Engineering
University of Hertfordshire
fH
yO
Self-Learning Guide of how to play piano
Supervisor
Scarlett Aiting Xiao
April 2007
ire
sh
rd
Date
tfo
Dhiresh Patel
er
Report by
DECLARATION STATEMENT
iv
Un
I certify that the work submitted is my own and that any material derived or quoted
from the published or unpublished work of other persons has been duly acknowledged
(ref. UPR AS/C/6.1, Appendix I, Section 2 – Section on cheating and plagiarism)
Student Full Name: Dhiresh Patel
er
Student Registration Number: 03057725
yO
sit
Signed: …………………………………………………
ire
sh
rd
tfo
er
fH
Date: 17 May 2007
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
ABSTRACT
iv
Un
This report consists of the stages of designing and implementing a self-learning guide of
how to play piano. It includes a learning cycle of how each stage was developed.
The purpose of the project was to design an application that would assist children age
from 8-14 years on how to play the piano. The following stages have been discussed in
detail: feasibility, system analysis, system design, implementation, testing, evaluation
er
and maintenance.
ire
sh
rd
tfo
er
fH
yO
sit
Dhiresh Patel
i
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
ACKNOWLEDGEMENTS
iv
Un
I would like to firstly thank my supervisor Scarlett Xiao who has helped, guided and
supported me in throughout my final year project.
I would also like to thank M.Virdee the Nursery HR Manager for being easy to contact
and I would like to thank the nursery staff and the children for participating in the
er
testing and evaluation of the application.
sit
Finally I would like to thank my family and friends who have given me the confidence
and courage in completing the project.
ire
sh
rd
tfo
er
fH
yO
Dhiresh Patel
ii
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
TABLE OF CONTENTS
iv
Un
DECLARATION STATEMENT................................................................................... i
ABSTRACT.................................................................................................................. i
ACKNOWLEDGEMENTS.......................................................................................... ii
TABLE OF CONTENTS ............................................................................................ iii
LIST OF FIGURES.................................................................................................... vii
er
GLOSSARY ............................................................................................................. viii
1.
sit
1.1
Product marketability.....................................................................................1
1.2
Background of a piano ...................................................................................1
1.3
Aims ..............................................................................................................2
1.4
Objectives......................................................................................................2
yO
2.
Introduction ...........................................................................................................1
Methodology .........................................................................................................3
2.1
System Development Life Cycle (SDLC).......................................................3
fH
2.1.1 Stages of SDLC ............................................................................................3
2.1.1 Stages of SDLC ............................................................................................4
2.2
Feasibility..............................................................................................................6
3.1
Macromedia Flash 8.......................................................................................6
3.2
Adobe Photoshop...........................................................................................6
3.3
Adobe Premiere Pro.......................................................................................7
tfo
System Analysis ....................................................................................................8
rd
4.
er
3.
Project Management ......................................................................................5
4.1 Target audience ...................................................................................................8
4.2 Primary research methods....................................................................................8
ire
sh
4.2.1 Questionnaire................................................................................................9
4.2.2 Observation...................................................................................................9
4.2.3 Documentation..............................................................................................9
4.3 Analysis of results ...............................................................................................9
4.3.1 Questionnaire analysis ................................................................................10
4.4 Secondary research ............................................................................................14
4.4.1 Similar applications which are available in the market ................................15
Dhiresh Patel
iii
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
4.4.2 Different types of pianos available ..............................................................15
4.4.3 History of the piano ....................................................................................15
4.4.4 Seating positions .........................................................................................16
iv
Un
4.4.5 Piano layout ................................................................................................16
4.4.6 Beat count...................................................................................................17
4.4.7 Finger Exercise ...........................................................................................17
4.4.8 Nursery rhythms .........................................................................................17
5.
System Design.....................................................................................................18
er
5.1 Contents flow diagram.......................................................................................18
5.2 Navigational flow diagram.................................................................................18
sit
5.3 Storyboard .........................................................................................................18
5.4 Format ...............................................................................................................19
Implementation stage...........................................................................................20
yO
6.
6.1 Creating the piano in Macromedia Flash 8 .........................................................20
6.1.1 Creating the lower piano keys .....................................................................20
6.1.2 Creating the upper (Sharp#) piano keys.......................................................21
fH
6.1.3 How the Movie clip was created .................................................................21
6.1.4 Script / Labels .............................................................................................22
6.1.5 Sound..........................................................................................................22
er
6.1.6 Lower keys created .....................................................................................23
6.1.7 Upper (Sharp #) keys created ......................................................................23
tfo
6.1.8 Creating the goKey function .......................................................................24
6.1.9 Creating stop action ....................................................................................24
6.2 Features which were used in implementation .....................................................25
rd
6.2.1 Text ............................................................................................................25
6.2.2 Text on the buttons......................................................................................25
ire
sh
6.2.3 Text on shapes ............................................................................................25
6.2.4 Adding text to the piano ..............................................................................26
6.3 Buttons and images............................................................................................26
6.3.1 Buttons .......................................................................................................26
6.3.2 Images ........................................................................................................28
6.4 Music and sound................................................................................................28
6.5 Finger Exercise and animated arrows.................................................................29
Dhiresh Patel
iv
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
6.5.1 Finger Exercise ...........................................................................................29
6.5.2 Animated arrows.........................................................................................30
6.6 Creating test scenes............................................................................................30
iv
Un
6.6.1 Test one ......................................................................................................31
6.6.2 Test two ......................................................................................................31
6.6.3 Test three ....................................................................................................33
6.7 Time indicator and demonstration of song .........................................................33
6.7.1 Time indicator.............................................................................................33
er
6.7.2 Demonstration of song ................................................................................34
6.8 Summary ...........................................................................................................34
sit
6.9 Investigation on how the application can be interfaced with hardware tool and
problems encountered and solutions ........................................................................35
yO
6.9.1 Investigation ...............................................................................................35
6.9.2 Problems occurred and solutions .................................................................36
7.
Testing / Evaluation.............................................................................................37
7.1 Testing Methods ................................................................................................37
fH
7.2 Errors occurred ..................................................................................................37
7.2.1 Errors in Buttons.........................................................................................38
7.2.2 Errors in animated animations .....................................................................39
er
7.3 Evaluation .........................................................................................................39
7.3.1 Nursery after school children ......................................................................40
tfo
7.3.2 Nursery Teacher..........................................................................................40
7.4 Objectives met ...................................................................................................40
7.5 Evaluation sheet analysis ...................................................................................41
rd
7.5.1 User Friendly ..............................................................................................41
7.5.2 Interactive user interface .............................................................................42
ire
sh
7.5.3 Functionality...............................................................................................42
7.5.4 Variety of self assessment ...........................................................................42
7.6 Feedback ...........................................................................................................43
7.6.1 Time indicator.............................................................................................43
7.6.2 Hand identifier ............................................................................................43
7.6.3 Animated arrows.........................................................................................43
8.
Maintenance ........................................................................................................44
Dhiresh Patel
v
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
9.
Conclusion and Future Development ...................................................................45
9.1 Conclusion.........................................................................................................45
9.1.1 Brief outline of project work .......................................................................45
iv
Un
9.1.2 Critical outcome of the project ....................................................................46
9.1.3 Aims and objectives ....................................................................................46
9.2 Future Development ..........................................................................................47
REFERENCES............................................................................................................48
BIBLIOGRAPHY .......................................................................................................49
er
APPENDICES ............................................................................................................50
Appendix A – Images of the three different types of pianos. ....................................50
sit
Appendix B – Initial Gantt chart ..............................................................................52
Appendix C – Revised Gantt chart...........................................................................54
yO
Appendix D - Questionnaire ....................................................................................58
Appendix E – Results from questionnaire ................................................................61
Appendix F – Contents Flow Diagram.....................................................................68
Appendix G – Navigational Flow Diagram ..............................................................69
fH
Appendix H – Storyboard ........................................................................................70
Appendix I – Testing sheet ......................................................................................75
Appendix J – Error testing sheet ..............................................................................91
er
Appendix K – Revised testing sheet.........................................................................92
Appendix L – Evaluation sheet ................................................................................93
ire
sh
rd
tfo
Dhiresh Patel
vi
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
LIST OF FIGURES
iv
Un
Figure 1- System Development Life Cycle (SDLC) MODEL. .......................................3
Figure 2- Image of lower piano Key ............................................................................21
Figure 3- Timeline of script label layer ........................................................................22
Figure 4- Timeline for sound layer key frame ..............................................................23
Figure 5- Action script for lower keys of the piano ......................................................23
er
Figure 6- Showing the goKey function action script. ...................................................24
Figure 7- Text added in a shape. ..................................................................................25
sit
Figure 8- Showing the piano with text, this represents the keys ...................................26
Figure 9- Button with 'up' states...................................................................................26
yO
Figure 10- Button with 'over and down' states..............................................................26
Figure 11- Back button with 'up' states. .......................................................................27
Figure 12- Back button with 'over' states. ....................................................................27
Figure 13- Back button with 'down' states....................................................................27
fH
Figure 14- Showing the motion tweening on a timeline. ..............................................29
Figure 15- Scene showing animated arrows. ................................................................30
Figure 16- Testing scene 1...........................................................................................31
er
Figure 17- Testing scene 2...........................................................................................32
Figure 18- Time indictor..............................................................................................33
tfo
Figure 19- Demonstration timeline. .............................................................................34
Figure 20- Summary scene of the application. .............................................................35
ire
sh
rd
Dhiresh Patel
vii
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
GLOSSARY
Action Script: - Programming language used in Macromedia Flash 8.
iv
Un
Keyframes: - Used to turn or move images, which is used in the Timeline.
Layers: - Layers are used to make multiple layers within the application.
er
Gain: - Adjustment of volume.
ire
sh
rd
tfo
er
fH
yO
sit
Dhiresh Patel
viii
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
1. Introduction
The purpose of this project was to create a self-learning package to teach the chosen
iv
Un
target audience how to play the piano. The project has been conducted using a
learning methodology; it also provides users with highly interactive learning aids,
different types of feedback and self-assessments methods. An investigation on how
the application can be interfaced with hardware tools is also included.
The report introduces how the application was researched for the self-learning guide
er
on how to play the piano, how it was designed, the way it was implemented and the
methods that were used to test and evaluate the application.
sit
Product marketability
yO
1.1
The market has been researched thoroughly and it has been found that there is a gap in
the market for this particular age group, 8-14 years. Although many books have been
found for this age group, there are no easily available CD-ROM applications for them.
fH
The CD-ROM self-learning guides are either too basic aimed at a very young age
group or too advanced and aimed at adults. Therefore there is a great possibility that
this product will be well liked if produced on the market.
tfo
Background of a piano
er
1.2
A piano is a musical instrument, the sound is played through strings, which are
stroked by a hammer, and are stretched out to trigger the sound. The piano can be
rd
played out loud or soft depending on how hard the keys are pressed within the piano.
A man called “Bartolomeo Cristofori in Florence, Italy” [1], invented the piano.
ire
sh
There are three different types of modern pianos, which are used in today’s world.
They are the Grand piano, the upright pianos and the digital piano. Modern pianos
have 88 keys on the piano and include three pedals. See Appendix A showing images
of the three different types of pianos.
Dhiresh Patel
1
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
There are various types of methods available in the market to learn how to play the
piano. Personal piano teachers are available to teach how to play the piano where
appointments are booked however are usually very expensive. Books are also another
iv
Un
method in which people use to learn how to play the piano. Computer applications are
also encouraging users to learn by themselves such as CD-ROM’s, which can be
brought from shops, and the Internet by purchasing the courses on line as they go
through each level.
er
1.3
Aims
sit
The aim of the project is to develop a learning package to teach how to play the piano.
It must include highly interactive learning by having feedback and self-assessments.
Objectives
yO
1.4
The following objectives must be met for the user: -
fH
User friendly
·
To create an interactive user interface
·
Step by step learning method
·
Functionality, about the piano, beginners level, intermediate level and advance
·
Variety of self-assessment.
ire
sh
rd
tfo
level.
er
·
Dhiresh Patel
2
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
2. Methodology
System Development Life Cycle (SDLC)
iv
Un
2.1
The methodology that was used throughout the project is the System Development
Life Cycle (SDLC) to ensure that the project is going to run effectively and smoothly.
It creates guidance on how to complete each task from the various stages.
ire
sh
rd
tfo
er
fH
yO
sit
er
Figure 1- System Development Life Cycle (SDLC) MODEL.
[2]
Dhiresh Patel
3
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
2.1.1 Stages of SDLC
There are 6 stages within the SDLC, which are described in brief below:
iv
Un
Stage 1: Feasibility
In this stage an initial investigation needs to be conducted to see what software needs
to be used to implement the application.
er
Stage 2: System Analysis:
In this stage a target audience needs to be identified. Then collection of data will
occur from the user requirements for the application, and analysing the user
sit
requirements and looking at similar applications that are available within the market.
yO
Stage 3: System Design:
Within this stage the designs for the application need to be created, how they are
going to link together and how the user will navigate through the application and
finally the user requirements need to be met within the design.
fH
Stage 4: Implementation:
In this stage, using the software packages the production of the application will occur.
tfo
er
Stage 5: Testing/Evaluation:
Within this stage testing will need to be conducted to see whether the application is
error free and a process of measuring whether the objectives have been met or not.
rd
Stage 6: Maintenance:
occasion for e.g. updates, correction and monitored.
Dhiresh Patel
ire
sh
In this stage once the application is created, changes may be required every certain
4
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
2.2
Project Management
Project management is an important aspect of the project, to make sure all tasks are
iv
Un
completed on time and efficiently. Therefore a Gantt chart was produced to show each
task and when it was going to be completed. It allocated the major tasks, and broke
them down into smaller individual tasks so they are easier to tackle.
The Gantt chart did not give enough time for the application to be connected to the
USB keyboard, due to problems which occurred in the laboratories, and major time
er
constraints, time had to be prioritised to make sure that the other tasks were not left
behind because of one problem. Therefore the major application had to be completed
sit
first. Appendix B shows the initial Gantt chart and Appendix C shows the revised
Gantt chart, the green bars in the Gantt chart represents the revised time management.
ire
sh
rd
tfo
er
fH
yO
Dhiresh Patel
5
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
3. Feasibility
In the first stage of the SDLC, an investigation was conducted on the programs that
iv
Un
could be used to create the application. There were various types of software
packages, which could have been used, however they were only beneficial in certain
areas, and did not provide sufficient overall use of the package. Below are the final
packages, which were used to create the application.
er
3.1
Macromedia Flash 8
sit
The use of Macromedia Flash 8 [3] [4] [5] was decided upon after extensive research.
The investigation conducted was based upon what the application needed to be able to
yO
do and what it actually did.
Macromedia Flash 8 provides various types of functions within the program. It allows
the designer to: create scenes, make interactive buttons, use various types of colours,
fH
the use of drawing tools to create simple shapes, create movie clips, the ability to
import images and sounds in the library from other files, add text to the scenes, create
action scripts, allowing create the scenes by using layers for the timeline, and finally
er
to be able to test the scenes.
tfo
The above features were used to create the user interface for the application; it
enabled the designer to create attractive animations, which provided more focus and
fun for the user. Macromedia Flash 8 also uses a basic action script language; this was
rd
used to implement the application with more interactive features and all scenes had to
be put together to create a step-by-step learning guide. Therefore action scripts were
ire
sh
required. This met all the objectives of the project stated in 1.4 of the report.
3.2
Adobe Photoshop
Adobe Photoshop is an application, which enables the user to: create images and edit
existing graphical images. This can be manipulated by resizing, cropping, adding or
replacing colour and text. This application was used for specific images such as the
piano and the hands. They were manipulated to suit the application such as changing
Dhiresh Patel
6
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
the colour, resizing, cropping and adding text to the pictures so the user can clearly
visualise the image rather than it being distorted and unclear.
iv
Un
3.3
Adobe Premiere Pro
Adobe Premiere Pro software provides high quality audio editing efficiency. It
provides an audio mixer, which can manipulate the gain of the audio. This makes the
audio clearer and provides a timeline, which enables the designer to edit sound more
er
efficiently. This software was used to manipulate the sounds for the self-learning
guide, e.g. the beat count had to be edited and the music played when the application
sit
is opened and the final summary of completion of the course.
ire
sh
rd
tfo
er
fH
yO
Dhiresh Patel
7
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
4. System Analysis
In this stage of the SDLC it covers the following topics, identifying the target
iv
Un
audience, research on similar applications that are currently available in the market
and also why this application will be different what the unique selling points are
compared to the applications that are currently available in the market. To analyse
these points, the following research was conducted.
er
4.1 Target audience
sit
To identify the target audience, research on similar application was made, and the
research showed that mainly the similar application were for adults, there were not a
yO
lot of similar applications for young children; this is the main reason why the target
audience was chosen for the age of 8-14 years.
fH
4.2 Primary research methods
There are many methods of doing research, below are a few different types of
methods that can be undertaken in conducting research.
·
Face by face interview
·
Observation
·
Documentation
rd
tfo
Questionnaire
er
·
The three methods, which were implemented in this project in conducting research,
ire
sh
were questionnaires, observation by the teacher, and documentation, the three
methods are explained more in detailed.
Dhiresh Patel
8
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
4.2.1 Questionnaire
A survey of twenty questionnaires was conducted targeting children aged between 8
iv
Un
to 14 years. The questionnaire was specifically designed for the information needed to
create the self-learning guide of how to play a piano. The reason why a questionnaire
was chosen was to find out information from the target audience of whether they
would actually be interested in an interactive self-learning guide. Thirteen questions
were asked in which each question was specifically written to get information for the
er
designer to be able to find out what the target audience would like to have within an
application to learn the piano. Appendix D shows a copy of the questionnaire.
sit
4.2.2 Observation
yO
Once the self-learning guide application was completed, it was send to a nursery
which tested out the application on their after school children which are my target
audience. The teacher then carried out an observation of how the children responded
fH
to it. This process was used to get feedback from the target audience, it gave excellent
feedback of what the target audience thought of the application and if they had any
difficulties in using and concentrating on the program.
tfo
er
4.2.3 Documentation
The documentation that was used was an evaluating sheet. This was sent to the
nursery to see what the teachers and the target audience thought of the application,
4.3 Analysis of results
ire
sh
rd
and also provided information to see if the user requirements were met.
After analysing the questionnaire, this enabled to identify the requirements from the
target audience and if there were any changes to be made. The questionnaire had
thirteen questions, and then the answers were used to produce the designs to meet the
user requirements.
Dhiresh Patel
9
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
4.3.1 Questionnaire analysis
Question 1
iv
Un
The first question in the questionnaire was asked to make sure that the participants
that were being asked did fall into the category of the targeted audience. The reason
for this was to get the best information from that age group of 8 – 14 years, so that the
application although not designed specifically for that participant would be generally
for the target audience of similar view points. The results show the variation of the
er
different ages within category. See appendix E, Chart 1 showing results for question
1.
sit
Question 2
yO
The second question that was asked in the questionnaire was to find out what gender
the participant were. The main reason for this question was because it was important
to make sure that both genders would be interested in learning a piano and that there
was not a pattern whereby one gender may be more interested than the other. This
fH
would affect the target audience because it would be narrowed and it is important to
keep it as broad as possible. See appendix E, Chart 2 showing results for question 2.
‘Do you have easy access to a computer’,
er
Question 3
tfo
The reason for asking this question was to establish whether or not the participants
have access to a computer. This is because in order to use the application a standalone computer would be essential. The statistics show that people in 2001/2002 in
rd
Great Britain with low incomes are less likely to have PC’s in their homes, people
classed as high earners generally 83% have PC’s in their homes. In contrast the lower
ire
sh
income group generally 18% have PC’s in their homes. [6], however it was
unreasonable to ask the participants of that age what their parents earn.
The results from the questionnaire showed that 85% of the participants questioned did
have access to a computer and only 15% did not. They did express that they could
have access to a computer at school, at the local library and at other families homes.
See appendix E, Chart 3 showing results for question 3.
Dhiresh Patel
10
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
Question 4
‘Do you find it easy to use the Internet or software CD, i.e. plug and play’?
iv
Un
This question was asked to determine whether the application would be better to
create on a web site or on a CD-ROM. The results from the questionnaire show 67%
of the participants would prefer to have the learning guide on a CD-ROM, and 33% of
the participants would prefer it on the Internet.
er
Although there is not an absolutely clear preference based, on other factors such as:
the user would have to have an Internet connection for usage, a fairly fast connection
sit
for it to be fully functional, the application will have highly interactive features which
will take time to download which will cost the user money, they would need
yO
Macromedia Flash Player for the application to work.
An article, which is relevant on children’s usage on the Internet, has shown that
“Nearly one in three UK children have not had any lessons on how to use the Internet
fH
safely…”[7]. Thus parents will be wary of their children using the Internet especially
of the target audience that has been chosen. Based on the above factors and the article
it had been decided that the application is to be created on a CD-ROM. See appendix
‘Are you interested in music?’
tfo
Question 5
er
E, Chart 4 showing results for question 4.
This question was to find out whether the participants were interested in music or not.
rd
The results showed that 70 % of the participants were interested in music, 30 % of the
participants were not interested in music. From this the results show that the target
ire
sh
audience of that age category do enjoy music, this is an important key factor because
it must be established whether the self-learning guide on how to play a piano is a
feasible application, and if the targeted audience would actually be interested in
music. See appendix E, Chart 5 showing results for question 5.
Dhiresh Patel
11
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
Question 6
‘Do you know how to play the piano?’
This question was asked to find out whether the age group between 8-14 years,
iv
Un
already knew how to play the piano. This was important because it gave the
opportunity to see how many participants did and did not know how to play the piano,
and from this it was more clearly shown that the users that did not, would be possible
participants in using the application. The results showed that only 15% of the
participants knew how to play the piano and 85 % of the participants did not known
er
how to play the piano. Therefore it is clear that there is a feasible market for this
application. See appendix E, Chart 6 showing results for question 6.
sit
If the participant answered ‘yes’ to Question 6, that they did know how to play the
yO
piano then they had to answer Question 7 and 8 and then jump to Question 11. If the
participant answered ‘no’ they then had to answer Question 9 and onwards. The
reasoning behind this procedure was to allow the gathering of specific information
from the participants that knew how to play the piano by asking them different
fH
questions to the participant that did not know how to play the piano.
Question 7
er
‘What method do you use to learn, how to play the piano?’
This question was asked to the participants that knew how to play the piano, to find
tfo
out how they were learning how to play the piano. The results show from the three
participants that knew how to play the piano, one of them learnt from school, one of
them learn from Internet programs, one of them learnt from CD software, and there
rd
were no participants that learn from piano lessons. Although these are participants
that already learn how to play the piano it was good knowledge to know what
ire
sh
methods they use. See appendix E, Chart 7 showing results for question 7.
Question 8
‘What method do you find easier or most effective to learn?’
This question was asked to find out whether participants are still using a piano teacher
to learn how to play a piano. The results show from the questionnaire that all three
participants found it easier to learn from other methods such a computer and it is more
Dhiresh Patel
12
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
effective. It can be seen that self-learning is the only way in which participants learn.
See appendix E, Chart 8 showing results for question 8.
iv
Un
Question 9
‘Would you be interested in learning how to play the piano?’
This question was asked to the participants that did not known how to play the piano,
to see whether they would be interested in playing the piano. From the results it shows
that 82% of the participants were interested in learning how to play the piano and
er
18% of the participants were not interested. This is important information as, from the
results it shows that there is an interest in the project. See appendix E, Chart 9
sit
showing results for question 9.
yO
Question 10
‘Would you want to learn the piano at (i) your leisure time, (ii) school or (iii) piano
lessons?’
This question was asked to participants that did not known how to play the piano, to
fH
see what method they would prefer to use. The results show from the 17 participants
that did not known how to play the piano, 12 participants would like to learn at their
own leisure time, 5 participants would like to learn at school and there were not any
er
participants that would like to learn from the piano teacher. This shows that there is
not really an interest in piano teachers now days, participants prefer to learn at there
Chart 10 showing results for question 10.
‘Can you read or write any musical notes?’
ire
sh
rd
Question 11
tfo
own leisure when they are free on in there own time or at school. See appendix E,
This was asked to see whether any participants knew how to read or write any musical
notes. The results show that only 25% of the participants knew how to read and write
musical notes from different instruments e.g. violin and 75% of the participants did
not known how to read or write any musical notes. Therefore in the application there
will not be any advanced musical scripts because it would be difficult for them to
understand the basic concepts. The only symbols that would be included will be signs
for the beats. See appendix E, Chart 11 showing results for question 11.
Dhiresh Patel
13
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
Question 12
‘What would make learning the piano more interesting for you?’
This question was asked to see what would make it easier and more helpful for the
iv
Un
user to learn efficiently. The results show that 17 participants said colours would help,
13 participants said shapes and 17 participants said images would be more effective.
This was important to know because the participants have stated what would be more
effective therefore all three must be incorporated in the application. See appendix E,
Chart 12 showing results for question 12.
er
Question 13
sit
‘Do you find it easier to learn with sound and music?’
This was to determine whether sound and music would make it more interesting for
yO
the user. The results show from the participants that 85% would find it easier to learn
from sound and music and only 15% of the participants said no to sound and music.
Therefore the application should contain both sound and music, in order to meet user
requirements. See appendix E, Chart 13 showing results for question 13.
fH
4.4 Secondary research
er
Secondary research had to be carried out to obtain information on the piano. The main
sources of information used were the Internet, books, Piano learning centers, Musical
tfo
shops and leaflets. These sources were used to do the research, mainly due to the easy
access and relevant information, which was found in order to produce the Selflearning guide.
rd
A large amount of research was required to find out what the piano was, how to play
ire
sh
the piano, the methods of what to teach the target audience, what and how to test the
target audience. Below shows what information was required about the piano and how
the research was conducted.
Dhiresh Patel
14
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
4.4.1 Similar applications which are available in the market
Research had to be carried out on what products are currently available in the market.
iv
Un
To do this many sources were used, the Internet, CD Software, and books. After
carrying out the research it showed there were many different types of applications
available all with advantages and disadvantages.
The Internet had many different types of application for the piano, which were
er
interactive and attractive, but they were mainly targeted to a higher age group, there
were not enough of application for the children.
sit
CD software [8] was also researched and a few ideas were found of how the
yO
information was put together to teach how to play the piano. It also gave ideas of how
different step-by-step user guides look like, and gave ideas on how the topics were
divided in to chapters.
fH
Books were also used to see how the learning was illustrated to teach users how to
play the piano. After conducting the research from books it showed there were more
books for children as well as adults, but after conducting the questionnaire it was
sound, picture, images and colours.
tfo
er
clearly shown that children can learn more easier with interactive media such as
4.4.2 Different types of pianos available
Research on different types of pianos was conducted to find what each piano looks
rd
like and what each one does. This was done through a piano shop, books and the
Internet. This information was required for the application to teach the target
4.4.3 History of the piano
ire
sh
audience, the different types of the pianos that are available in the market.
Research on the history of a piano and who invented the piano was conducted. This
information was required to get background knowledge on the piano. This research
was done through the Internet and books. This information was required for the
application to give the background knowledge to the users.
Dhiresh Patel
15
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
4.4.4 Seating positions
Research on the seating position of the user was investigated, this was to find out how
the user should sit on the chair and how to position their body. This research was done
iv
Un
through a children’s piano book. This information was essential so that the user knew
how to sit properly, comfortably and learn the basic concepts when getting started on
learning how to play the piano.
4.4.5 Piano layout
er
Research on the piano key layout, and how it looks like on the piano was essential to
teach the user, this provided an image for the user. This information was conducted
sit
through the Internet, which gave basic knowledge of pianos. Books where also used
to find images & pictures of the piano and finally a visit to the music shop was
yO
conducted to have a good insight of the piano.
High and low notes on the piano: -
Research was conducted to find out where the high and low notes are placed on the
fH
piano. This was essential for the user, for them to get knowledge of the piano keys
and where the high and low notes are placed in the piano. It also shows to the user
what part to play when they are playing the piano for certain songs or keys they want
er
to play. This information was gathered from the piano books and the Internet.
tfo
Lower keys of the piano: -
A large amount of research on lower keys was required. This was very significant for
rd
the user, which allowed the user to know the names and locations of the lower keys
on the piano. This research was done through the Internet and the books.
ire
sh
Upper keys (Sharp keys #) of the piano: -
A large amount of research on the upper keys (Sharp keys #) was also required. This
was very significant for the user, which allowed the user to know the names and
location of the upper keys on the piano. This research was done through the Internet
and the books.
Dhiresh Patel
16
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
4.4.6 Beat count
Research was carried out for the beat count, this was a very important aspect to
consider, this enabled the user to learn how to count beats when playing the piano,
iv
Un
how long to hold the note on each key, and also giving the opportunity for them to
learn the symbol for the individual beats. The research was done through the Internet
and Software CD-ROM for pianos.
er
4.4.7 Finger Exercise
Research was done for finger exercises, which was beneficial for the user, because
sit
this exercise would help the user to know which hand and finger to press on the piano
when playing basic key or playing a song. It also allows the user to use correct fingers
yO
whilst playing on the piano. It is a highly interactive feature that will also encourage
the users to understand and play with confidence. The research was done through the
Internet, CD-ROM software and books.
fH
4.4.8 Nursery rhythms
Research was conducted on nursery rhymes, this was because all children know how
er
to sing a nursery rhyme, and this will give a great opportunity for the user to play the
song on the piano. It will also motivate the user, in which they know they are
tfo
learning. Research was conducted to see which nursery rhymes are more popular and
after doing some research from the Internet and looking at books, a final song was
chosen, ‘Twinkle twinkle little star’.
ire
sh
rd
Dhiresh Patel
17
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
5. System Design
In this stage, the information that was received from the system analysis, the user
iv
Un
requirements had to be met in the system design. It is an important stage to consider,
because if the system was developed, it does not meet the user requirements then it
will not only be very expensive but will also be very time consuming and irritating.
The other point, which had to be considered in this stage are the economical factors
er
and how to maximise the use of each application. An investigation was taken on how
individual programs are going to work and how each specific program will be used to
yO
sit
meet the user requirements. The following steps were taken: -
5.1 Contents flow diagram
A contents flow diagram was created in a hierarchical structure, which provides a user
with user-friendly contents. The reason why this contents flow diagram was used to
fH
illustrate the overview of the application from one diagram is because it gives a
broader understanding of what is happening within the application. See appendix F
showing the contents flow diagram for the application.
tfo
er
5.2 Navigational flow diagram
A navigational diagram was created to illustrate how the user will navigate within the
application, it provides the user with sequences of step-by-step stages of the
5.3 Storyboard
ire
sh
rd
application. See appendix G showing the navigational flow diagram.
Storyboards were created to make the interface design for each scene in the
application. SEE appendix F shows some examples of storyboards.
Dhiresh Patel
18
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
5.4 Format
The format also had to be considered within the application. The size that was used
within the application was 800 X 600 pixels. The colour was also considered for the
iv
Un
application, it had to be chosen on the basis of being bright, and attractive in order to
appeal to the targeted users. Therefore mainly primary and fluorescent colours were
used. The colour that was chosen for the background of the application was light blue,
the reason for the choice of this pale colour was to enable the instructions, titles and
er
buttons to stand out using bright colours to catch the eyes of the user and prevent the
colours from clashing with one another.
ire
sh
rd
tfo
er
fH
yO
sit
Dhiresh Patel
19
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
6. Implementation stage
iv
Un
This stage of the SDLC discuss’s the creation of the application, from designing the
piano interface, to creating the different levels such as ‘about the piano’, ‘beginners
level’, ‘intermediate level’ and ‘advance level’. By designing these different levels it
has provided the user with a step-by-step guide, as well as testing and providing
feedback on each stage. Below shows the stages that were used to implement the
er
application.
sit
The features, which were used to implement the application, included tweening,
adding audio in movie clips, creating flash movies, creating layers and frames on the
yO
timeline, designing a motion hand for the finger exercises. The application was
created using different scenes, which were then put to together step by step so that the
user does not get confused. The user would then have a test straight after each section
they have learnt something and the application would then provide feedback on what
fH
they have learnt in each stage.
er
6.1 Creating the piano in Macromedia Flash 8
Creating the piano was the main part of the application; this was interactive and was
tfo
required for the application. The first step that was undertaken was to create the
interactive piano. To create the piano a tutorial from the Internet was used which was
created by (Estrella, 2004) [9]. The followings step where conducted to create the
ire
sh
6.1.1 Creating the lower piano keys
rd
piano in Macromedia Flash 8.
A button was created in a rectangle shape for the lower keys in the piano; from this
rectangle shape, another rectangle shape was created for the upper (Sharp #) keys on
the piano, which was 60% in size of the lower keys.
Dhiresh Patel
20
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
The button consisted of four states, which are Up, Over, Down and Hit. For the Lower
keys the colour for ‘up’ is red, ‘over’ is blue and for ‘down’ it is yellow. ‘Hit’
basically means the area that the button can be clicked over a mouse. Below shows an
iv
Un
image illustrating where the work was carried out.
er
fH
yO
sit
er
Figure 2- Image of lower piano Key
6.1.2 Creating the upper (Sharp#) piano keys
black, ‘over’ is white and for ‘down’ it is green.
ire
sh
rd
6.1.3 How the Movie clip was created
tfo
This was then repeated for the upper (Sharp #) keys. For ‘up’ states the colour is
A movie clip was created, which held the entire piano. To create this, ‘insert’ was
selected in the window of Macromedia Flash 8, then ‘choose new symbol’ and this
created a new movie clip, which was called ‘keyboard’. Within this movie clip a layer
was inserted called ‘keys’.
Dhiresh Patel
21
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
6.1.4 Script / Labels
There after another layer was inserted which was called ‘Script/labels’, within every
five frames in the timeline, key frames were inserted and then it was labeled as n60,
iv
Un
n61 until it reached n72. Figure 3 on the next page illustrates the area used to carry
out the work.
This is where it was labelled n60 to n72.
yO
sit
er
Figure 3- Timeline of script label layer
fH
An action script was used through out the application, to implement the application. It
was also used to put all the scenes together. The action script was required for each
individual button within the application and in the timeline.
tfo
er
6.1.5 Sound
The next stage involved inserting sound to the piano keys. Each key sound had to be
downloaded from the website (Estrella, 2004) [9]. These 13 pitch sounds were in the
rd
MP3 format. This sound was required to play the pitch for each individual key when
pressed.
ire
sh
Then another level was created which was called ‘sound’. Key frames were created in
every five frames. Then from the properties palette a dropdown menu was chosen to
assign the appropriate sound to play with every 5 key frames. Figure 4 illustrates the
timeline for the sound.
Dhiresh Patel
22
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
iv
Un
Figure 4- Timeline for sound layer key frame
6.1.6 Lower keys created
After the sound was completed the lower keys of the piano was created on the stage.
er
The process included dragging the white key button from the library, which was
created, and dropped into the stage. The stage was the movie clip where the user
sit
could see the piano layout. The lower key button was duplicated seven times. Then
action scripts were written on the ‘keys’ layer on frame 1 which is illustrated in figure
Figure 5- Action script for lower keys of the piano
tfo
er
fH
yO
5.
rd
This script means that when the mouse is pressed for the specific key, a value of ‘60’
is passed to a function called ‘goKey’, The goKey() function is illustrated in chapter
goKey (60) it was changed to 62, 64,65,67,69,71 and 72.
6.1.7 Upper (Sharp #) keys created
ire
sh
6.1.8 of the report. This was then repeated for the rest of the lower keys where it states
After the lower keys of the piano were created using the action script, the upper (sharp
#) key button was created, which was dragged and dropped into the stage. The upper
(sharp #) was duplicated four times. Then the action script was written on the ‘keys’
Dhiresh Patel
23
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
layer on frame 1. The procedure was exactly the same as the lower keys, which is
shown above in Figure 5 but the goKey was changed to 61, 63, 66, 68 and 70.
iv
Un
6.1.8 Creating the goKey function
The goKey function was then created which was required for the piano. The following
action script was required see figure 6.
yO
sit
er
Figure 6- Showing the goKey function action script.
fH
The action script shown on figure 6 was required in the ‘Script/Label’ layer on frame
1 of the timeline. This goKey function provided two functions firstly it silences any
sound that may be playing which is the ‘stopAllSounds ( );’ command. Secondly it
er
uses ‘gotoAndPlay ( )’, this command recalls the script that was written before called
the ‘goKey( )’, This determines the label of the frame on the timeline.
tfo
6.1.9 Creating stop action
rd
A ‘stop’ action was required in the movie clip; if the ‘stop’ action were not placed
then it would play the movie clip from the beginning of each note of the piano to the
keys, which will trigger the sound.
ire
sh
end. The reason for applying the stop action was to allow users to click on specific
The action script for the stop command was placed on the timeline for the
‘script/label’ layer. In frame 1, 14, 19,24,29,34,39,44,49,54,59,64 and 70, this
command will stop before the second note is played.
Dhiresh Patel
24
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
6.2 Features which were used in implementation
Many features were required within the application for the self-learning guide. Below
will state each feature that was used to implement the learning guide.
iv
Un
6.2.1 Text
Text was used in the application for the user to see instructions and to find out
information about the piano. This was done through Macromedia Flash 8, using the
er
text tool, it creates a text box in which the text can be typed in. The title in each scene
is on the left top corner; this was done due to avoid confusion for the user.
sit
yO
6.2.2 Text on the buttons
Text was also used on the buttons, to illustrate where the button will be directed.
An example of this button can be viewed in figure 9 and 10.
fH
6.2.3 Text on shapes
Shapes were also used in the application to make it more attractive for the user and
er
make it more fun and enjoyable to learn. It has been shown from the questionnaire
that the user finds it more interesting to learn with shapes, this is the reason why
tfo
shapes where used. Different shapes were used to create a focal point within many
scenes to enhance information put across to the user. Figure 7 shows an oval shape
with text providing instructions to the user.
Dhiresh Patel
ire
sh
rd
Figure 7- Text added in a shape.
25
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
6.2.4 Adding text to the piano
Text was added to the piano, this was done through another layer called ‘key names’.
iv
Un
The reason why the text was added to the piano as it allows the user to identify what
each key represented. See figure 8 for an example.
yO
sit
er
Figure 8- Showing the piano with text, this represents the keys
6.3 Buttons and images
fH
6.3.1 Buttons
Within the application there were many interactive buttons designed. Below shows
Figure 10- Button with 'over and down' states.
Dhiresh Patel
ire
sh
Figure 9- Button with 'up' states.
rd
tfo
er
two examples of the buttons: -
26
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
This example shows how the buttons were applied to the application. Figure 9 shows
how it would look while it is on the application. This is called the ‘up’ states; there are
4 states, ‘up’ ‘over’ ‘down’ and ‘hit’. Figure 10 shows an example how it would look
iv
Un
like when the mouse is ‘over’ the button and when the mouse is ‘down’ on the button.
er
Figure 11- Back button with 'up' states.
yO
sit
Figure 12- Back button with 'over' states.
tfo
er
fH
Figure 13- Back button with 'down' states.
The figures 11, 12 and 13 show the back buttons, which are used in the application for
rd
all scenes; this allows the user to go back a scene. Figure 11 shows the ‘up’ states,
figure 12 shows the ‘over’ states and finally for the ‘down’ state is shown in figure
13.
ire
sh
These interactive buttons were created because the users are children age between 814 years; these buttons are more cartooned and animated. This allows the user to be
more interactive with the application, and not letting them get bored with the
application. These buttons were used throughout the application, which enables the
user to access it more quickly. The layout of the buttons was consistent for each level,
which gave the user easy navigation to the application.
Dhiresh Patel
27
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
6.3.2 Images
iv
Un
Images were used throughout the application. This gave a great opportunity for the
users to learn more efficiently. From the questionnaire that was conducted, it showed
from Appendix E chart 12 that the user requirement show images were more
interesting when learning. It provides a visual image of what it looks like. See
appendix A that shows images of different types of pianos that were included in the
er
application and about the different types of pianos that are available in the market.
sit
6.4 Music and sound
yO
Music and sound were used mostly within the application. The sound was required for
the piano, to hear different types of pitches for different keys in the piano. Music was
also used within the application in the introduction and in the advance level in the
fH
summary.
This was used to make the application more practical; it provided users with more
learning styles and different types of learning achievements. It also provided a more
er
interactive application for the user and more pleasant to play. The music and sound
was edited in Adobe Premiere Pro and it was then imported in to the application.
tfo
Within the questionnaire that was analysed it showed from the results that 85% of the
rd
participants learnt more easily with music and sound, so this objective from the users
was achieved by having music and sound within the application.
ire
sh
Dhiresh Patel
28
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
6.5 Finger Exercise and animated arrows
6.5.1 Finger Exercise
iv
Un
Finger exercises were used within the application; this was an animated hand, which
was drawn from Macromedia Flash 8 using the drawing tools. There were altogether
two hands, one was for left hand and the other was for the right hand, the reason for
this was that the user would learn how to play the piano with both their hands.
er
This gave enormous benefits to the user; it provided the user with interactive
sit
animation, which they can use to gain their own learning after looking at the
animation from the application. This also provided users to know which key needs to
be pressed and along with which hand to use and which finger.
yO
Motions tweening was used within the application to give the appropriate animation at
a certain time. Motions tweening was used a lot in the intermediate level and the
fH
advance level of the application. To create motion tweening in Macromedia Flash 8,
motion tweening needs to be added in the frame between the starting and ending
which is illustrated in Figure 14.
Shows the frame
where the end of
the Motion
Tweening is
ire
sh
rd
tfo
er
Shows the frame
where the start of
the Motion
Tweening is
Figure 14- Showing the motion tweening on a timeline.
Dhiresh Patel
29
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
6.5.2 Animated arrows
Animated arrows were used in the application throughout. It provided the user with
animated features and provided spontaneously encouragements when learning. This
iv
Un
was the reason why the animated arrows were used within the application. Motion
tweening was used to make it interactive. An example of animated arrows is shown
on figure 15.
er
These are the animated arrows, which
move up and down.
tfo
er
fH
yO
sit
Figure 15- Scene showing animated arrows.
6.6 Creating test scenes
ire
sh
rd
It prompts the user, to learn the keys with the bouncing
arrows, which are moving up and down after reading the
instruction box
Tests were created within the learning guide. This was because it gave an opportunity
for the user to test what they have learnt. There were three different types of test, but
altogether 14 mini tests, were included within the package.
Dhiresh Patel
30
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
6.6.1 Test one
One of the tests, which were included, consisted of multiple-choice question, which
was also again interactive. Four answers were given, and only one was correct. Figure
iv
Un
16 shows an example of the test.
This is the odd
coloured key
the
question
that was
asked to
Correct answer
is A #
fH
the user.
yO
sit
er
This was
Figure 16- Testing scene 1
er
When the user clicks on the correct answer then a message will appear saying
tfo
‘Correct answer well done’. If the user clicks on the wrong answer then a message
will appear on the screen saying ‘Sorry wrong answer try again!’
rd
Using buttons the four states that were ‘up’, ‘over’, ‘down’ and ‘hit’, created this type
of test. In the ‘down’ states of the button, a text box was applied where the message
ire
sh
was displayed. Four different types of buttons were designed for each test.
6.6.2 Test two
The second type of test was included which consisted of multiple-choice question
again, which was also again interactive, it involved listening to a sound, which were
the beats. The aim of this test was to identify whether the user knew how to count
Dhiresh Patel
31
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
beats, this was a crucial test, and the user was required to learn how to count beats.
Four answers were given, and only one was correct. Figure 17 shows an example of
the test.
iv
Un
The user was required to
click on this button and
listen to the beat count.
for the
Multiple-
yO
sit
user
er
Question
choice
buttons
fH
Figure 17- Testing scene 2.
er
When the user clicks on the correct answer then a message will appear saying
‘Correct answer well done’. If the users click on the wrong answer, then a message
tfo
will appear on the screen saying ‘wrong answer’.
Using buttons of four states, which were ‘up’, ‘over’, ‘down’ and ‘hit’, were used to
rd
create this type of test. In the ‘down’ states of the button, a text box was applied
where the message was displayed. Four different types of buttons were designed for
ire
sh
each test.
To implement the Play button and listen to the beats, the properties palette, a
dropdown menu was chosen to assign the beat sound to play. The beats were captured
from a children’s piano book, which included a CD [10]. These sounds was edited in
Adobe premiere Pro and then imported into the windows library in Macromedia Flash
8.
Dhiresh Patel
32
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
6.6.3 Test three
The third test that was implemented in the application this was more different from
the other two tests. It was a self-assessment test, where the user can test themselves as
iv
Un
to whether they are capable of playing the piano, but some interactive features where
added which were the finger exercise, but there were not any sounds within the test. It
was used to allow the user to play the song on their own with the help of the finger
exercise if they got confused. The aim of this test was to allow the user to get
er
confidence and let them play independently, where the sound would be outputted
from their own piano. This test was implemented in the advance level.
sit
6.7 Time indicator and demonstration of song
yO
6.7.1 Time indicator
A time indicator was added to the application to enhance the children’s learning, by
having the time indicator it shows the user how to play with the beats. The time
fH
indicator was animated for specific beats for e.g. 1, 2, 3 and 4, this provided the user
with how long to hold each key down when playing the keys. This Time indicator
animation was implemented by using the time line. Figure 18 shows an example of
The yellow colour
moves to the right,
showing the time that
the user should hold for
three beats holding E
key.
The green colour moves
to the right, showing the
time that the user should
hold for two beats
holding G key.
ire
sh
rd
tfo
The purple colour
moves to the right,
showing the time that
the user should hold for
two beats holding D
key.
er
the time indicator.
Figure 18- Time indictor.
Dhiresh Patel
33
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
6.7.2 Demonstration of song
A Demonstration was included within the application. Which showed the animated
iv
Un
movie, how to play a nursery rhyme which was ‘Twinkle twinkle little star’. The
animation, which was included within this demonstration, was the finger exercise as
well as sound, which were embedded together so that it would play together. Both of
the animations hand & sound were implemented through the timeline using different
er
layers. Figure 19 shows an example of the timeline and how two animations were
played together in time.
sit
This timeline is for
This timeline is for the
the finger exercise
yO
sound pitch for ‘F’ key.
for an F Key.
6.8 Summary
rd
tfo
er
fH
Figure 19- Demonstration timeline.
A summary was created for the user to get feedback of what they have learnt in each
stage, this gives a great opportunity for the user to see what they have achieved, and it
ire
sh
also encourages them to learn. There was three summaries of what the users have
learnt in each stage, this was included in the application at the end of each level,
which were Beginners, Intermediate and Advance. The summary of what the users
have learnt was implemented by using a basic layout, with bullet points. Figure 20
shows an example of the summary feedback.
Dhiresh Patel
34
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
iv
Un
sit
er
Figure 20- Summary scene of the application.
yO
6.9 Investigation on how the application can be interfaced
with hardware tool and problems encountered and solutions
fH
6.9.1 Investigation
An investigation was conducted on how the application can be interfaced with the
Midi keyboard. The following questions were considered whilst the investigation was
tfo
er
carried out.
Where to purchase a midi keyboard?
·
How to connect a midi keyboard to the computer?
·
What extra components will be needed to connect it to the computer?
·
Software applications required to capture the signals?
ire
sh
rd
·
The midi keyboard was researched and from the findings it showed that the midi
keyboard could be purchased from many places such as high street shops and the
Internet websites.
An investigation was conducted on how a midi keyboard will be connected to a
computer. Many sources were used to find this information there was one website
which had excellent information, it also provided diagrams to illustrate how the midi
Dhiresh Patel
35
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
keyboard can be installed to the computer, which is the following website.
(http://www.musiconmypc.co.uk/art_keyboard_connection.php)
iv
Un
The extra components had to be considered, which was a midi interface, this was
required to capture the midi signals from the midi keyboard. This can be done by
using a flash midi player and a software for midi input, there are two software’s which
can be downloaded free from the internet from the following website
http://www.alexisisaac.net/products/flashMidi. This website also covers all the action
er
scripts which will be required for the Macromedia Flash 8.
sit
6.9.2 Problems occurred and solutions
yO
Whilst implementing the application a few problems did occur, mainly to do with
sound, the sound pitch on the piano was not working correctly. To overcome this
problem extra tutorials were done on sound and the action script was rechecked and
the problem was noticed and changed. The second problem, which occurred within
fH
the application, was that the music in the background for the ‘intro’ scene was not
functioning properly; therefore additional action scripts were required to solve the
problem.
er
Finally the last problem that occurred in the implementation stage was in the
tfo
laboratory, software was required in the computer which was Macromedia Flash 8,
the technician staff could not get the Macromedia Flash installed on the computer due
to technical problems. This was required to implement the midi keyboard to the
rd
application and the only access to the midi keyboard and the midi interface was in the
laboratory room. Therefore the midi keyboard could not be interfaced with the
Dhiresh Patel
ire
sh
application.
36
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
7. Testing / Evaluation
iv
Un
7.1 Testing Methods
Tests had to be carried out throughout the application, the reason why testing was
conducted was to make sure the application is error free. To test the application by
the developer a testing sheet was produced.
er
This was produced to test the interactive features within the application, which were
buttons, to make sure they are interactive, making sure it plays the right sound at the
sit
right time and contents within the applications, making sure that all the contents is in
the perfect position e.g. title, instructions, shapes and boxes. This procedure was done
yO
for all the scenes within the application.
See appendix I that shows how each stage was tested, the actions that needed to be
tested and the expected outcome and what the actual outcome was when the
fH
application was tested.
Testing was done throughout the implementation stage but after the implementation
er
stage was completed and all the scenes were put together, the application was tested
using the testing sheet, a few errors did occur which are stated below: -
tfo
7.2 Errors occurred
Whilst the application was been tested the errors that occurred within the application
rd
were noted down on the testing sheet. Appendix K shows the errors, which incurred
whilst testing the application.
ire
sh
Dhiresh Patel
37
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
7.2.1 Errors in Buttons
Some of the buttons had a few errors, below will show how they were corrected: -
iv
Un
Test 8: The button was not functioning properly, therefore the action script had to be
checked, it was incorrect it had ‘intermediate’ in the action script where it was meant
to state ‘main_advance’ this was then corrected.
er
Test 38: The multiple choice test was wrong, to amend this the button had to be re
done with different messages appearing on each button, for C the message was
sit
correct, and for the buttons for G, E and F the message was placed with ‘Wrong
answer try again’.
yO
Test 77: This error was on the beat count where for beat one and beat four, the
correct beat sound was not playing when the mouse was clicked on the button. To
correct this error the button had to be checked and the ‘down’ status of button was
fH
incorrect. Therefore from the properties palette, sound dropdown menu the sound had
to be changed to one beat for the one beat button and 4 beats for the four beats button.
er
Test 94: This error was on the multiple choice test for the beat count, the error that
occurred was that for the play button it did not play the correct beat, it played the 2
tfo
beats instead of playing 3 beats, to correct this button the properties palette, sound
dropdown menu the sound had to be changed to three beats.
rd
Test 141: Was on finger exercises where the replay button should have played the
finger exercise and along with sound pitch of the key together with the right hand, to
ire
sh
correct this scene, the action script was looked at over and amended to make the
replay button function properly.
Test 197: Had an error which was on the ‘intermediate_11’ scene, the back button
was not functioning properly, to correct this problem the action script was viewed and
corrected.
Dhiresh Patel
38
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
7.2.2 Errors in animated animations
Some of the animated animations had a few errors, below will show them and how
they were corrected: -
iv
Un
Test 17: Had an error on the animated line, which was created, it was not positioned at
the right place and to correct the error a new tweening motion was added to the line in
the timeline.
er
Test 131: Had an error on the ‘intermediate scene, where the right and left animated
text did not appear underneath the hands. To correct the error the timeline for text or
sit
checked over again and amend the tweening motion to become visual underneath the
hands.
yO
Test 163: Had an error on the animated ‘time indicator’ it was not functioning
correctly. To correct the error the timeline of the scene had to be viewed and seen
why the time indicator was not working. The problem that was identified was it was
fH
not placed in the correct place, this was changed and the time indicator was
functioning correctly.
er
After all the errors were identified in the application and amended, another test had to
be carried out, making sure that all the above errors were corrected and to see whether
tfo
the errors have been successfully amended.
Appendix K shows a testing sheet of the errors have been amended and tested again.
ire
sh
rd
7.3 Evaluation
In this stage, the main aims of the Self-learning guide of how to play piano was
successfully designed and developed. The application had to be evaluated to see
whether the user requirements have been met therefore an evaluation sheet was
produced. See appendix L showing the evaluation sheet and also enclosed letter from
the Human Resource Manager.
Dhiresh Patel
39
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
The application was shown to the users to see whether the objectives were met and
the functionality within the application was working such as buttons, animated
animations, and sounds.
iv
Un
7.3.1 Nursery after school children
The after school nursery children tested and evaluated the application; the reason why
this approach was taken was to have a greater idea for evaluating the application. The
er
after school children age between 8-14 years evaluated the application and the teacher
observed the children whilst the application was being evaluated.
sit
7.3.2 Nursery Teacher
yO
The nursery teacher observed the children to get a feedback from the target audience.
This gave an exceptional chance to see what the users thought of the application,
whether they stayed focused and enjoyed it or whether it just confused them when
they used the application.
fH
7.4 Objectives met
er
The following questions were asked in the documentation to see whether the
objectives have been met. The answers were given in tick boxes, what they thought if
Layout
·
Usage of Text:
·
Usage of Diagrams / Images
·
Colour Scheme
·
Use of animation
·
Navigational- (step by step guide)
·
Self assessments tests within the application
·
Enough theory work covered for each stage
·
Interactive
·
Buttons
·
Sounds
Dhiresh Patel
ire
sh
·
rd
tfo
it is ‘poor, fair, good or excellent’.
40
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
7.5 Evaluation sheet analysis
After analyzing the results from the evaluation sheets, the following objectives were
iv
Un
achieved on this project: -
7.5.1 User Friendly
It has easy navigation throughout the application, from the evaluation of the user, it
shows that the navigation was excellent it allowed the user to go back, next and go
er
back to the main menu from each scene.
sit
Having a simple layout, from the evaluation it shows the layout was excellent, it
allowed the user not to get confused within the application.
yO
The colour scheme was plain and basic throughout with the main points being bright
and user friendly, the application was given an excellent again from the evaluation
from the user.
fH
The usage of text size within the application was different throughout; this was done
to make certain text, which was larger, more eye catching for the user, this was done
er
to highlight important information to them. Certain text, which was smaller, was sized
in such a way because it needed to be in the scene however was not that important.
tfo
The font that was used throughout the application for the text was ‘Arial’; the reason
why this was chosen was because it does not get the user confused whilst using the
application with different fonts, which may not be clear.
rd
The use of images were decided upon on whether it was important and if the user
ire
sh
would gain more knowledge from the images and diagrams rather than plain text.
From the analysis of the evaluation the users rated the use of images and diagrams as
‘good’.
Dhiresh Patel
41
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
7.5.2 Interactive user interface
The interface for the application was very interactive; it had many extra interactive
iv
Un
features including finger exercises and sound included within the application. From
the analysis of the evaluation from the user has shown that the user found the
application interface well interactive for animation and sound, it was ticked with
‘excellent’. Also having the interactive buttons where it had the four states, ‘up’,
‘over’, ‘down’ and ‘hit’ were also rated ‘excellent’ in the evaluation as well.
er
The use of animations within the application were used highly throughout, one feature
sit
which was highly rated in the feedback was the animated arrows (SEE 7.6.3 of the
report on feedback), it provided the user with an interactive feature where it made it
yO
easier to learn and eye-catching for the user.
The step-by-step guide was included within the application to enable users to access
the application. It allowed the user to learn the basics of how to play the piano without
fH
having a teacher there to explain it. From the analysis of the evaluation, it showed that
enough theory work was covered in each stage, and the progression from stage to
stage was gradual; this was rated ‘excellent’.
tfo
er
7.5.3 Functionality
There were many functions included within the application, it had different stages of
levels which provided the user to know which stage they were at, and what they have
7.5.4 Variety of self assessment
ire
sh
rd
completed e.g. about the piano, beginners level, intermediate level and advance level.
There were various types of self assessments included within the application, there
were multiple choice questions, listening to sound beats and choosing the correct
answers, and also self assessments which were used in the advance level, where there
was only a bit of help where the finger exercises were included but the sound did not
play. From the analysis of evaluation, it shows for the self-assessment test it was rated
as ‘excellent’.
Dhiresh Patel
42
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
7.6 Feedback
The feedback which was given from the teacher of the nursery, was the following:
iv
Un
7.6.1 Time indicator
The feedback that was given was that the time indicator in the intermediate level was
not very noticeable. Therefore the time indicator was made larger and the box was
actually used as a time indicator. See figure 18 for an example of the change of the
time indicator.
er
sit
7.6.2 Hand identifier
The second feedback that was stated in the evaluation sheet was that the left and right
yO
hands were not clear for the children when they played in the intermediate level and
in the advance level for the finger exercises. Therefore text was added to the animated
finger exercises to illustrate which hand is playing at the time, and when the hand
changes the text changing for each individual hand as well.
fH
7.6.3 Animated arrows
er
Finally, the last feedback given was that the children loved the animated arrows; they
found it very amusing and stayed focused on the scenes. When the children were
the advance summary scene.
ire
sh
rd
tfo
asked what there favorite part of the application was the majority said the arrows and
Dhiresh Patel
43
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
8. Maintenance
The maintenance, which will be required for the applications are stated below:
iv
Un
·
Changing test scenes
·
Updating new nursery rhymes
·
Checking up regularly to see if the application is functioning properly
·
Checking for any new updates that may be required due to new software’s
ire
sh
rd
tfo
er
fH
yO
sit
er
upgrades.
Dhiresh Patel
44
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
9. Conclusion and Future Development
iv
Un
9.1 Conclusion
9.1.1 Brief outline of project work
The System Development Life Cycle (SDLC) methodology was applied though out
the project. This was used to give guidance on how to carry out the project and ensure
er
that it runs efficiently.
The work, which was carried out throughout the project, was the following:
Research on self-learning guide how to play the piano.
·
A Gantt chart produced showing how each task was completed.
·
Various types of packages were researched to see which software packages
yO
sit
·
were required to implement in the application.
·
Primary research was conducted from the target audience to identify what the
user requirements were.
Secondary research was conducted to find out what information was required
fH
·
to implement in application e.g. contents.
·
Sketches and diagrams were draw up to illustrate the design of the application
·
The final design was then implemented with the use of the appropriate
tfo
researched software packages.
·
er
to make sure that the user requirements were achieve.
Testing and evaluation was conducted for the application, by the developer
and the user to make sure the application was error free and the aims and
ire
sh
rd
objectives were met.
Dhiresh Patel
45
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
9.1.2 Critical outcome of the project
The major findings from the project were found from the analysis of the
iv
Un
questionnaire, which had shown that children do not like to learn how to play the
piano from a piano teacher. They prefer to self learn at their own pace through
interactive and modern methods. Therefore the objectives for the interactive user
interface have been met.
er
Another finding in carrying out the project, from the evaluation feedback had shown
and proved that children preferred to learn with interactive animated tools. The
sit
animated arrows were received as an exciting learning tool for the user within the
application. Also having the animated hand fingers animated for specific keys
yO
children found very attractive.
Having summary pages within the application gave an opportunity for the user to
identify what they have learned and encouraged them to learn more.
fH
9.1.3 Aims and objectives
er
The aim of the project was to develop a self-learning guide of how to play the piano.
This aim was successfully achieved as from the results obtained from the evaluation
guide on how to play a piano.
tfo
sheet that illustrate that the application is satisfactory and provides a step-by-step
rd
The objectives were to design a user-friendly application included with an interactive
interface along with a variety of self-assessments and mini tests. From the results
ire
sh
obtained in the evaluation sheets proved that a user-friendly application was achieved.
During the system analysis process the questionnaire which was created, provided the
necessary user requirements for the application. This information provided the basis
of how to create the application in regards to user requirements.
Dhiresh Patel
46
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
9.2 Future Development
The future development for the application would be to provide users with more mini
test, which will provide users with more interactive features and would be more
iv
Un
enjoyable for the user within the application. Secondly by adding more stages of
functionality, this will enhance the users to learn more on how to learn the piano.
Future developments for this application can be to connect the external keyboard to
er
the application, by using a programming language to capture the signal from the
external keyboard through a midi interface. This would make the application more
sit
interactive for the user and this development can be considered as another set of selfassessments for the user.
ire
sh
rd
tfo
er
fH
yO
Dhiresh Patel
47
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
REFERENCES
[1] http://www.ukpianos.co.uk/piano-history.html
iv
Un
[2] http://www.startvbdotnet.com/sdlc/sdlc.aspx
[3] Ulrich, K. Macromedia Flash 8: for Windows and Macintosh, 2006: Peachpit,
2006.
[4] Hoggett , B.P[et al]. Flash 8 essentials, 2006: Berkeley : Apress.
[5] Finkelstein, E. Macromedia Flash 8 for dummies, 2006: Hoboken : Wiley
er
[6] http://www.statistics.gov.uk/cci/nugget.asp?id=1006
[7] http://news.bbc.co.uk/2/hi/uk_news/education/4248113.stm (9th of Feb 05 BBC
sit
News)
[8] CD-ROM- Teaching you keyboard skills. (An easy way to learn to play the
yO
keyboard) ISBN: 1-84326-133-2, Publisher: Focus multimedia
[9]www.makepages.com/freepages/flashpianolesson.html (Dr.Steven G. Estrella
2004)
[10] CD ROM- Haughton’s, A. Play piano: A course for young beginners, 2006:
fH
Kevin Mayhew LTD: Buxhall: Book1.
Websites:
er
1) www.fouldsmusic.co.uk/pianos.htm (Piano image) grand piano
2) http://www.bohemiapiano.cz/digitalpianos/digitalpianos.jpg (Upright image of
tfo
piano)
3) www.dolphinmusic.co.uk/.../product_id/14259 (Digital Piano)
5) www.cancomuk.com
6) http://www.scan.co.uk/
ire
sh
rd
4) http://www.argos.co.uk
7) http://www.musiconmypc.co.uk/art_keyboard_connection.php
8) http://www.alexisisaac.net/products/flashMidi
Dhiresh Patel
48
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
BIBLIOGRAPHY
1) http://www.musiconmypc.co.uk/art_keyboard_connection.php - Information on
iv
Un
how to connect the midi keyboard to the computer.
2) http://www.ukpianos.co.uk/index.html - History of piano
Books:
er
1) Haughton, A. Play piano: A course for young beginners, 2006: Kevin Mayhew
LTD: Buxhall: Book 1.
sit
2) Haughton, A. Play piano: A course for young beginners, 2006: Kevin Mayhew
yO
LTD: Buxhall: Book 2.
3) Hall, P. Drayton, P. Fun For Ten Fingers: Easy pieces and puzzles for young
pianists, 2006: Oxford University Press: Oxford.
fH
4) Hall, P. Tunes For Ten Fingers: A first Piano Book, 2006: Oxford University
Press: Oxford.
er
5) Hall, P. More Tunes For Ten Fingers: A Second piano book, 2006: Oxford
ire
sh
rd
tfo
University Press: Oxford.
Dhiresh Patel
49
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
APPENDICES
iv
Un
Appendix A – Images of the three different types of pianos.
yO
sit
er
(Source: www.fouldsmusic.co.uk/pianos.htm)
ire
sh
rd
tfo
er
fH
(Source: http://www.bohemiapiano.cz/digitalpianos/digitalpianos.jpg)
Dhiresh Patel
50
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
iv
Un
sit
er
(Source: www.dolphinmusic.co.uk/.../product_id/14259)
ire
sh
rd
tfo
er
fH
yO
Dhiresh Patel
51
Department of Electronic, Communication and Electrical Engineering
University of Hertfordshire
BSc./BEng. Final Year Project Report
Un
Appendix B – Initial Gantt chart
ive
rsi
ty
Of
He
rtf
or
ds
hir
e
Dhiresh Patel
52
Department of Electronic, Communication and Electrical Engineering
University of Hertfordshire
BSc./BEng. Final Year Project Report
Un
ive
rsi
ty
Of
He
rtf
or
ds
hir
e
Dhiresh Patel
53
Department of Electronic, Communication and Electrical Engineering
University of Hertfordshire
BSc./BEng. Final Year Project Report
Un
Appendix C – Revised Gantt chart
ive
rsi
ty
Of
He
rtf
or
ds
hir
e
Dhiresh Patel
54
Department of Electronic, Communication and Electrical Engineering
University of Hertfordshire
BSc./BEng. Final Year Project Report
Un
ive
rsi
ty
Of
He
rtf
or
ds
hir
e
Dhiresh Patel
55
Department of Electronic, Communication and Electrical Engineering
University of Hertfordshire
BSc./BEng. Final Year Project Report
Un
ive
rsi
ty
Of
He
rtf
or
ds
hir
e
Dhiresh Patel
56
Department of Electronic, Communication and Electrical Engineering
University of Hertfordshire
BSc./BEng. Final Year Project Report
Un
ive
rsi
ty
Of
He
rtf
or
ds
hir
e
Dhiresh Patel
57
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
Appendix D - Questionnaire
Date:
iv
Un
I am researching on what children aged between 8 – 14 would like to see on an
interactive self learning guide on playing the piano. By filling out the following
questions I can meet these requirements when building my program.
1. Age:
12 Years
Male
10 years
13 Years
11 Years
14 Years
yO
2. Gender:
9 Years
sit
er
8 Years
Female
fH
3. Do you have easy access to a computer?
er
Yes
No
tfo
4. Do you find it easy to use the Internet or software CD, i.e. plug and play?
Software CD
Yes
Dhiresh Patel
No
ire
sh
5. Are you interested in music?
rd
Internet
58
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
6. Do you know how to play the piano?
iv
Un
Yes
No
If yes go to question 7
If no go to question 9
Piano Lessons
sit
er
7. What method do you use to learn, how to play the piano?
Internet Programs
School Lessons
CD Programs
yO
8. What method do you find easier or most effective to learn?
Teacher
- Go to question 11
fH
Piano
Computer
er
9. Would you be interested in learning how to play the piano?
No
time School
Lessons
11. Can you read or write any musical notes?
Yes
Dhiresh Patel
ire
sh
Your leisure
Piano
rd
10. Would you want to learn the piano at: -
tfo
Yes
No
59
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
12. What would make learning the piano more interesting for you?
Colours
Shape
Images
iv
Un
13. Do you find it easier to learn with sound and music?
Yes
No
er
Thank you for your time and co-operation
ire
sh
rd
tfo
er
fH
yO
sit
Dhiresh Patel
60
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
Appendix E – Results from questionnaire
iv
Un
Question 1
ire
sh
rd
tfo
er
fH
yO
sit
er
Question 2
Dhiresh Patel
61
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
Question 3
iv
Un
ire
sh
rd
tfo
er
fH
yO
sit
er
Question 4
Dhiresh Patel
62
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
Question 5
iv
Un
ire
sh
rd
tfo
er
fH
yO
sit
er
Question 6
Dhiresh Patel
63
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
Question 7
iv
Un
ire
sh
rd
tfo
er
fH
yO
sit
er
Question 8
Dhiresh Patel
64
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
Question 9
iv
Un
ire
sh
rd
tfo
er
fH
yO
sit
er
Question 10
Dhiresh Patel
65
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
Question 11
iv
Un
ire
sh
rd
tfo
er
fH
yO
sit
er
Question 12
Dhiresh Patel
66
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
Question 13
iv
Un
ire
sh
rd
tfo
er
fH
yO
sit
er
Dhiresh Patel
67
Department of Electronic, Communication and Electrical Engineering
University of Hertfordshire
BSc./BEng. Final Year Project Report
Un
Appendix F – Contents Flow Diagram
ive
rsi
ty
Of
He
rtf
or
ds
hir
e
Dhiresh Patel
68
Department of Electronic, Communication and Electrical Engineering
University of Hertfordshire
BSc./BEng. Final Year Project Report
Un
Appendix G – Navigational Flow Diagram
ive
rsi
ty
Of
He
rtf
or
ds
hir
e
Dhiresh Patel
69
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
Appendix H – Storyboard
iv
Un
Introduction scene
Image
sit
er
Button
Title
yO
Image
ire
sh
rd
tfo
er
fH
Title
Buttons
Dhiresh Patel
70
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
Sub menu
iv
Un
Title
Buttons
sit
er
Main menu
yO
tfo
er
Title
fH
Beginner’s level
button
Piano
layout
Back
ire
sh
rd
Contents
Next
button
button
Main menu
button
Dhiresh Patel
71
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
Beginner’s level – test scene
iv
Un
Title
Piano
sit
er
Buttons
button
Intermediate scene
Back
button
Dhiresh Patel
Text
Text
Piano
ire
sh
button
rd
Replay
menu
tfo
Main menu
Button
Main
er
Title
Next
fH
yO
Back
Next button
72
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
Intermediate Scene playing with beat count
iv
Un
Title
Time indicator
Back
yO
sit
er
Piano
next
Main menu
tfo
er
Title
fH
Summary Scene
Buttons
ire
sh
rd
Text
Next
Back
Main menu
button
Dhiresh Patel
73
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
Advance level scene demonstration
iv
Un
Title
button
menu
button
yO
Back
Main
sit
Replay
er
Piano
Next button
Hand
ire
sh
rd
tfo
er
fH
Dhiresh Patel
74
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
Appendix I – Testing sheet
Scene Name
Actions
Expected Outcome
Actual Outcome
Intro
Sound Playing
Correct sound was
playing.
2
Intro
Treble Cleff image
3
Intro
Piano Image
4
Intro
Start Button
5
Main
About the piano
button
Sounds starts playing
when application is
loaded.
Treble Cleff moves up
and down.
Piano image comes
across from the left of
the scene.
To go to the appropriate
Scene.
To go to the appropriate
Scene.
6
Main
Beginner level
button
To go to the appropriate
Scene.
7
Main
8
Main
9
Main
10
main_about_piano
Two sub buttons
11
main_about_piano
Main menu button
12
about_piano_1
Back button
13
about_piano_1
Next button
14
about_piano_1
Contents
Correct contents shown
in the appropriate area
15
about_piano_2
Back button
To go to the appropriate
scene.
16
about_piano_2
Next button
17
about_piano_2
Animated line
To go to the appropriate
scene.
Line is animated and in
correct position.
18
about_piano_2
Contents
iv
Un
Test
No.
1
yO
sit
er
To go to the appropriate
Scene.
Advance level
button
To go to the appropriate
Scene.
Sound playing
Sound continuing from
scene ‘main’
To go to the appropriate
Scenes.
er
fH
To go to the appropriate
scene.
To go to the appropriate
scene.
To go to the appropriate
scene.
Correct contents shown
ire
sh
rd
tfo
Dhiresh Patel
Intermediate level
button
It was moving
correctly.
Image came across
correctly and at the
correct time.
Correct scene was
opened ‘main’
Correct scene was
opened
‘main_about_piano’
Correct scene was
opened
‘main_begginners’
Correct scene was
opened
‘main_intermediate’
Incorrect scene was
opened, it opened
‘intermediate’ scene
Correct sound was
playing.
Correct scene
‘about_piano_1 and
about_piano_2’ was
directed to the
appropriate scenes
when each button was
clicked with a mouse..
Correct scene was
opened ‘main’
Correct scene was
opened ‘main’
Correct scene was
opened
‘about_piano_2’
Correct contents
appeared on the screen
at the appropriate
position.
Correct scene was
opened
‘about_piano_1’
Correct scene was
opened ‘main’
Incorrect line was
animated at the wrong
position.
Correct contents
75
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
in the appropriate area
19
Main_begginners
To go to the appropriate
Scenes.
To go to the appropriate
Scenes.
Arrow is Animated.
iv
Un
Nine sub buttons
Main menu button
21
begginners
Animated arrow
22
begginners
23
begginners
24
begginners
25
begginners
To go to the appropriate
scene.
To go to the appropriate
scene.
To go to the appropriate
scene.
Correct contents shown
in the appropriate area
26
begginners_2
Animated arrow
27
begginners_2
Back button
28
begginners_2
Next button
29
begginners_2
Main Menu button
30
begginners_2
Contents
Arrow is Animated and
pointing at the right
Key.
To go to the appropriate
scene.
To go to the appropriate
scene.
To go to the appropriate
scene.
Correct contents shown
in the appropriate area
31
begginners_3
Animated arrow
32
begginners_3
Four multiple
buttons
33
begginners_3
Back button
34
begginners_3
Next button
Back button
Next button
Main Menu button
Contents
Arrow is Animated and
pointing at the right
Key.
Appropriate answers
are given for each
button.
To go to the appropriate
scene.
To go to the appropriate
ire
sh
rd
tfo
er
fH
Dhiresh Patel
sit
Main_begginners
yO
er
20
appeared on the screen
at the appropriate
position.
Correct scenes
‘begginners,
begginners_2,
begginners_3,
begginners_4,
begginners_6,
begginners_7,
begginners_8,
begginners_8.3 and
begginners_9 were
directed to the
appropriate scenes
when each button was
clicked with a mouse.
Correct scene was
opened ‘main’
Correct arrow was
animated at the correct
time.
Correct scene was
opened ‘main’
Correct scene was
opened ‘begginners_2’
Correct scene was
opened ‘main’
Correct contents
appeared on the screen
at the appropriate
position.
Arrow was animated
and pointing at C key,
which was correct.
Correct scene was
opened ‘begginners’
Correct scene was
opened ‘begginners_3’
Correct scene was
opened ‘main’
Correct contents
appeared on the screen
at the appropriate
position.
Arrow was animated
and pointing at ‘F’ Key,
which was correct.
Correct answers were
given which ‘C, E and
G’ the answers was
given was ‘wrong
answer try again’ and
for ‘F’ the answer was
given ‘Correct’
Correct scene was
opened ‘begginners_2’
Correct scene was
76
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
scene.
35
begginners_3
Main Menu button
36
begginners_3
Contents
iv
Un
To go to the appropriate
scene.
Correct contents shown
in the appropriate area
begginners_3.1
Animated arrow
Arrow is Animated and
pointing at the right
Key.
38
begginners_3.1
Four multiple
buttons
Appropriate answers
are given for each
button.
39
begginners_3.1
40
begginners_3.1
sit
er
37
Back button
To go to the appropriate
scene.
41
begginners_3.1
42
begginners_3.1
yO
To go to the appropriate
scene.
43
begginners_3.2
Animated arrow
Arrow is Animated and
pointing at the right
Key.
44
begginners_3.2
Four multiple
buttons
Appropriate answers
are given for each
button.
45
begginners_3.2
Back button
To go to the appropriate
scene.
46
begginners_3.2
Next button
To go to the appropriate
scene.
To go to the appropriate
scene.
Correct contents shown
in the appropriate area
Next button
Main Menu button
To go to the appropriate
scene.
Correct contents shown
in the appropriate area
Contents
begginners_3.2
Contents
49
begginners_4
Animated arrow
Arrow is Animated and
pointing at the right
Key.
ire
sh
48
Correct scene was
opened
‘begginners_3.2’
Correct scene was
opened ‘main’
Correct contents
appeared on the screen
at the appropriate
position.
Arrow was animated
and pointing at ‘D’
Key, which was
correct.
Correct answers were
given which ‘A, E and
C’ the answers was
given was ‘wrong
answer try again’ and
for ‘D’ the answer was
given ‘Correct’
Correct scene was
opened
‘begginners_3.1’
rd
Main Menu button
tfo
begginners_3.2
er
fH
47
Dhiresh Patel
opened
‘begginners_3.1’
Correct scene was
opened ‘main’
Correct contents
appeared on the screen
at the appropriate
position.
Arrow was animated
and pointing at ‘C’
Key, which was
correct.
Incorrect answers were
given were ‘C, E and F’
was the wrong answers
and the correct one was
‘G’, this was wrong the
correct answer meant to
be ‘C’ and not ‘G’
Correct scene was
opened ‘begginners_3’
Correct scene was
opened ‘begginners_4’
Correct scene was
opened ‘main’
Correct contents
appeared on the screen
at the appropriate
position.
Arrow was animated
and pointing at ‘C#’
Key, which was
77
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
50
begginners_4
51
begginners_4
iv
Un
Back button
To go to the appropriate
scene.
Next button
To go to the appropriate
scene.
To go to the appropriate
scene.
Correct contents shown
in the appropriate area
begginners_4
Main Menu button
53
begginners_4
Contents
54
begginners_5
Animated arrow
55
begginners_5
56
begginners_5
sit
er
52
Next button
To go to the appropriate
scene.
To go to the appropriate
scene.
Correct contents shown
in the appropriate area
yO
To go to the appropriate
scene.
57
begginners_5
58
begginners_5
59
begginners_6
Odd coloured key
Correct odd coloured
key was applied.
60
begginners_6
Four multiple
buttons
Appropriate answers
are given for each
button.
61
begginners_6
Back button
To go to the appropriate
scene.
62
begginners_6
Next button
To go to the appropriate
scene.
To go to the appropriate
scene.
Correct contents shown
in the appropriate area
Contents
Correct scene was
opened ‘begginners_6’
Correct scene was
opened ‘main’
Correct contents
appeared on the screen
at the appropriate
position.
‘A#’ was the odd
coloured key which
was Red.
Correct answers were
given which ‘F#, C#
and D#’ the answers
was given was ‘wrong
answer try again’ and
for ‘A#’ the answer
was given ‘Correct
Answer well done’
Correct scene was
opened ‘begginners_5’
rd
tfo
er
fH
begginners_6
Main Menu button
64
begginners_6
Contents
65
begginners_6.1
Odd coloured key
Correct odd coloured
key was applied.
66
begginners_6.1
Four multiple
buttons
Appropriate answers
are given for each
button.
Correct scene was
opened
‘begginners_6.1’
Correct scene was
opened ‘main’
Correct contents
appeared on the screen
at the appropriate
position.
‘D#’ was the odd
coloured key which
was Orange.
Correct answers were
given which ‘G#, C#
and F#’ the answers
ire
sh
63
Dhiresh Patel
Correct scene was
opened ‘begginners_5’
Correct scene was
opened ‘main’
Correct contents
appeared on the screen
at the appropriate
position.
Arrow was animated
and pointing at ‘C#,
D#, F#, G# and A#’
Key, which was
correct.
Correct scene was
opened ‘begginners_4’
Arrow is Animated and
pointing at the right
Key.
Back button
Main Menu button
correct.
Correct scene was
opened
‘begginners_3.2’
78
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
begginners_6.1
68
begginners_6.1
iv
Un
67
Back button
To go to the appropriate
scene.
Next button
To go to the appropriate
scene.
To go to the appropriate
scene.
Correct contents shown
in the appropriate area
begginners_6.1
Main Menu button
70
begginners_6.1
Contents
71
begginners_6.2
Odd coloured key
Correct odd coloured
key was applied.
72
begginners_6.2
Four multiple
buttons
Appropriate answers
are given for each
button.
73
begginners_6.2
Back button
To go to the appropriate
scene.
74
begginners_6.2
Next button
To go to the appropriate
scene.
To go to the appropriate
scene.
Correct contents shown
in the appropriate area
er
begginners_6.2
Main Menu button
76
begginners_6.2
Contents
77
begginners_7
Four Play buttons
78
begginners_7
Back button
79
begginners_7
Next button
To go to the appropriate
scene.
begginners_7
Main Menu button
81
begginners_7
Contents
To go to the appropriate
scene.
Correct contents shown
in the appropriate area
82
begginners_8
Play button
tfo
75
Correct scene was
opened ‘begginners_7’
Correct scene was
opened ‘main’
Correct contents
appeared on the screen
at the appropriate
position.
Incorrect sound beats
were played for 1 beat
and 4 beats.
Correct scene was
opened
‘begginners_6.2’
Appropriate sound beat
ire
sh
rd
Appropriate sound beat
is played according to
the beat symbol
To go to the appropriate
scene.
80
Dhiresh Patel
Correct scene was
opened
‘begginners_6.2’
Correct scene was
opened ‘main’
Correct contents
appeared on the screen
at the appropriate
position.
‘C#’ was the odd
coloured key which
was Creme.
Correct answers were
given which ‘F#, D#
and G#’ the answers
was given was ‘wrong
answer try again’ and
for ‘C#’ the answer was
given ‘Correct Answer
well done’
Correct scene was
opened
‘begginners_6.1’
fH
yO
sit
er
69
was given was ‘wrong
answer try again’ and
for ‘D#’ the answer
was given ‘Correct
Answer well done’
Correct scene was
opened ‘begginners_6’
Correct scene was
opened ‘begginners_8’
Correct scene was
opened ‘main’
Correct contents
appeared on the screen
at the appropriate
position.
2 beats were played
79
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
83
begginners_8
Four multiple
buttons
iv
Un
84
begginners_8
85
begginners_8
should play
Appropriate answers
are given for each
button.
er
Back button
To go to the appropriate
scene.
Next button
To go to the appropriate
scene.
To go to the appropriate
scene.
Correct contents shown
in the appropriate area
begginners_8
Main Menu button
87
begginners_8
Contents
88
begginners_8.1
Play button
89
begginners_8.1
90
begginners_8.1
91
begginners_8.1
yO
sit
86
Four multiple
buttons
Correct scene was
opened
‘begginners_8.1’
Correct scene was
opened ‘main’
Correct contents
appeared on the screen
at the appropriate
position.
4 beats were played
which was correct.
Correct answers were
given for ‘1 beat, 2
beats and 3 beats’ the
answers was given was
‘Incorrect answer’ and
for ‘4 beats’ the answer
was given ‘Correct
Answer well done’
Correct scene was
opened ‘begginners_8’
Appropriate sound beat
should play
Appropriate answers
are given for each
button.
fH
To go to the appropriate
scene.
Next button
To go to the appropriate
scene.
To go to the appropriate
scene.
Correct contents shown
in the appropriate area
er
Back button
begginners_8.1
Main Menu button
93
begginners_8.1
Contents
94
begginners_8.2
Play button
Appropriate sound beat
should play
95
begginners_8.2
Four multiple
buttons
Appropriate answers
are given for each
button.
96
begginners_8.2
Back button
To go to the appropriate
scene.
Correct scene was
opened
‘begginners_8.2’
Correct scene was
opened ‘main’
Correct contents
appeared on the screen
at the appropriate
position.
Incorrect beats was
played, it played 2
beats where it should
have played 3 beats.
Correct answers were
given for ‘1 beat, 2
beats and 4 beats’ the
answers was given was
‘Incorrect answer’ and
for ‘3 beats’ the answer
was given ‘Correct
Answer well done’
Correct scene was
opened
‘begginners_8.1’
ire
sh
rd
tfo
92
Dhiresh Patel
which was correct.
Correct answers were
given for ‘1 beat, 3
beats and 4 beats’ the
answers was given was
‘Incorrect answer’ and
for ‘2 beats’ the answer
was given ‘Correct
Answer well done’
Correct scene was
opened ‘begginners_7’
80
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
97
98
begginners_8.2
begginners_8.2
iv
Un
Next button
To go to the appropriate
scene.
Main Menu button
To go to the appropriate
scene.
Correct contents shown
in the appropriate area
begginners_8.2
Contents
100
begginners_8.3
Beat symbol
Appropriate symbol is
displayed
101
begginners_8.3
Four multiple
buttons
Appropriate answers
are given for each
button.
102
begginners_8.3
103
begginners_8.3
sit
er
99
To go to the appropriate
scene.
Next button
To go to the appropriate
scene.
Main Menu button
To go to the appropriate
scene.
Correct contents shown
in the appropriate area
yO
Back button
begginners_8.3
105
begginners_8.3
Contents
106
begginners_8.4
Beat symbol
Appropriate symbol is
displayed
107
begginners_8.4
Four multiple
buttons
Appropriate answers
are given for each
button.
108
begginners_8.4
Back button
To go to the appropriate
scene.
109
begginners_8.4
Next button
To go to the appropriate
scene.
110
begginners_8.4
Main Menu button
111
begginners_8.4
Contents
To go to the appropriate
scene.
Correct contents shown
in the appropriate area
112
begginners_8.5
Beat symbol
Correct scene was
opened
‘begginners_8.4’
Correct scene was
opened ‘main’
Correct contents
appeared on the screen
at the appropriate
position.
3 beats symbol was
displayed in the box,
which was correct.
Correct answers were
given for ‘1 beat, 2
beats and 4 beats’ the
answers was given was
‘Incorrect answer’ and
for ‘3 beats’ the answer
was given ‘Correct
Answer well done’
Correct scene was
opened
‘begginners_8.3’
Correct scene was
opened
‘begginners_8.5’
Correct scene was
opened ‘main’
Correct contents
appeared on the screen
at the appropriate
position.
1 beats symbol was
Appropriate symbol is
ire
sh
rd
tfo
er
Dhiresh Patel
fH
104
Correct scene was
opened
‘begginners_8.3’
Correct scene was
opened ‘main’
Correct contents
appeared on the screen
at the appropriate
position.
2 beats symbol was
displayed in the box,
which was correct.
Correct answers were
given for ‘1 beat, 3
beats and 4 beats’ the
answers was given was
‘Incorrect answer’ and
for ‘2 beats’ the answer
was given ‘Correct
Answer well done’
Correct scene was
opened
‘begginners_8.2’
81
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
displayed
113
begginners_8.5
Four multiple
buttons
Appropriate answers
are given for each
button.
iv
Un
begginners_8.5
Back button
To go to the appropriate
scene.
115
begginners_8.5
Next button
To go to the appropriate
scene.
116
begginners_8.5
Main Menu button
117
begginners_8.5
To go to the appropriate
scene.
Correct contents shown
in the appropriate area
118
begginners_8.6
119
begginners_8.6
120
begginners_8.6
121
begginners_8.6
sit
Contents
yO
Beat symbol
Appropriate symbol is
displayed
Four multiple
buttons
Appropriate answers
are given for each
button.
fH
Back button
To go to the appropriate
scene.
Next button
To go to the appropriate
scene.
To go to the appropriate
scene.
tfo
er
122
er
114
Main Menu button
begginners_8.6
Contents
Correct contents shown
in the appropriate area
124
begginners_9
Back button
To go to the appropriate
scene.
125
begginners_9
Next button
126
begginners_9
Main Menu button
127
begginners_9
Contents
To go to the appropriate
scene.
To go to the appropriate
scene.
Correct contents shown
in the appropriate area
123
Correct scene was
opened ‘begginners_9’
Correct scene was
opened ‘main’
rd
begginners_8.6
Correct contents
appeared on the screen
at the appropriate
position.
Correct scene was
opened
‘begginners_8.6’
Correct scene was
opened ‘main’
Correct scene was
opened ‘main’
Correct contents
appeared on the screen
at the appropriate
position.
ire
sh
Dhiresh Patel
displayed in the box,
which was correct.
Correct answers were
given for ‘2 beat, 3
beats and 4 beats’ the
answers was given was
‘Incorrect answer’ and
for ‘1 beats’ the answer
was given ‘Correct
Answer well done’
Correct scene was
opened
‘begginners_8.4’
Correct scene was
opened
‘begginners_8.6’
Correct scene was
opened ‘main’
Correct contents
appeared on the screen
at the appropriate
position.
4 beats symbol was
displayed in the box,
which was correct.
Correct answers were
given for ‘1 beat, 2
beats and 3 beats’ the
answers was given was
‘Incorrect answer’ and
for ‘4 beats’ the answer
was given ‘Correct
Answer well done’
Correct scene was
opened
‘begginners_8.5’
82
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
128
Main_intermediate
To go to the appropriate
Scenes.
To go to the appropriate
Scenes.
To stop in an
appropriate position.
Main_intermediate
Main menu button
130
Intermediate
Hand Image
131
Intermediate
Left and Right
Text
132
Intermediate
133
Intermediate
134
Intermediate
135
Intermediate
Contents
136
Intermediate_2
Finger Exercise
Fingers to play the
appropriate keys.
137
Intermediate_2
Sound
Play appropriate sound
pitch.
138
Intermediate_2
Back button
139
Intermediate_2
Next button
To go to the appropriate
scene.
To go to the appropriate
scene.
140
Intermediate_2
Main Menu button
141
Intermediate_2
Replay button
142
Intermediate_2
Contents
sit
er
129
yO
iv
Un
Eight sub buttons
Next button
Main Menu button
Left and Right text well
positioned under the
right hands.
To go to the appropriate
scene.
To go to the appropriate
scene.
To go to the appropriate
scene.
Correct contents shown
in the appropriate area
Correct scene was
opened ‘main’
Correct scene was
opened
‘Intermediate_2’
Correct scene was
opened ‘main’
Correct contents
appeared on the screen
at the appropriate
position.
Right hand Fingers
were played with the
correct keys from the
‘OVAL’ shape, and the
Tweening was correct
on each key and on
time.
Correct sound pitch of
the keys was played
according to the finger
exercise.
Correct scene was
opened ‘Intermediate’
Correct scene was
opened
‘Intermediate_3’
Correct scene was
opened ‘main’
When the mouse
clicked replay button, it
did not replay the
scene.
Correct contents
appeared on the screen
at the appropriate
To go to the appropriate
scene.
Replay the finger
exercise and with the
sound again.
Correct contents shown
in the appropriate area
ire
sh
rd
tfo
er
fH
Dhiresh Patel
Back button
Correct scenes
‘Intermediate,
Intermediate_2,
Intermediate_4,
Intermediate_5,
Intermediate_7,
Intermediate_9,
Intermediate_10,
Intermediate_12 was
directed to the
appropriate scenes
when each button was
clicked with a mouse.
Correct scene was
opened ‘main’
Well appeared on the
scene when stopped, on
time and well
positioned.
Left and right text did
not appear on the scene.
83
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
143
Intermediate_3
Finger Exercise
Fingers to play the
appropriate keys.
iv
Un
Intermediate_3
Sound
Play appropriate sound
pitch.
145
Intermediate_3
Back button
To go to the appropriate
scene.
146
Intermediate_3
Next button
To go to the appropriate
scene.
147
Intermediate_3
Main Menu button
148
Intermediate_3
Replay button
149
Intermediate_3
150
Intermediate_4
Finger Exercise
Fingers to play the
appropriate keys.
151
Intermediate_4
Sound
Play appropriate sound
pitch.
152
Intermediate_4
Back button
To go to the appropriate
scene.
153
Intermediate_4
Next button
To go to the appropriate
scene.
154
Intermediate_4
Main Menu button
155
Intermediate_4
Replay button
To go to the appropriate
scene.
Replay the finger
exercise and with the
sound again.
Contents
To go to the appropriate
scene.
Replay the finger
exercise and with the
sound again.
Correct contents shown
in the appropriate area
ire
sh
rd
Dhiresh Patel
tfo
er
fH
yO
sit
er
144
position.
Right hand Fingers
were played with the
correct keys from the
‘RECTANGLE’ shape,
and the Tweening was
correct on each key and
on time.
Correct sound pitch of
the keys was played
according to the finger
exercise.
Correct scene was
opened
‘Intermediate_2’
Correct scene was
opened
‘Intermediate_4’
Correct scene was
opened ‘main’
When the mouse
clicked replay button, it
Played the finger
exercise as well as the
sound pitch of the key
together, with the right
hand, which was
correct.
Correct contents
appeared on the screen
at the appropriate
position.
Right hand Fingers
were played with the
correct keys from the
‘TRIANGLE’ shape,
and the Tweening was
correct on each key and
on time.
Correct sound pitch of
the keys was played
according to the finger
exercise.
Correct scene was
opened
‘Intermediate_3’
Correct scene was
opened
‘Intermediate_5’
Correct scene was
opened ‘main’
When the mouse
clicked replay button, it
Played the finger
exercise as well as the
sound pitch of the key
together, with the right
hand, which was
84
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
Intermediate_4
Contents
Correct contents shown
in the appropriate area
157
Intermediate_5
Back button
To go to the appropriate
scene.
158
Intermediate_5
Next button
To go to the appropriate
scene.
159
Intermediate_5
Main Menu button
160
Intermediate_5
Contents
To go to the appropriate
scene.
Correct contents shown
in the appropriate area.
161
Intermediate_6
Finger Exercise
162
Intermediate_6
163
Intermediate_6
164
Intermediate_6
Back button
165
Intermediate_6
Next button
To go to the appropriate
scene.
166
Intermediate_6
Main Menu button
167
Intermediate_6
Replay button
To go to the appropriate
scene.
Replay the finger
exercise and with the
sound again.
168
Intermediate_6
Contents
Correct contents shown
in the appropriate area
169
Intermediate_7
Finger Exercise
Fingers to play the
appropriate keys.
iv
Un
156
yO
sit
er
Fingers to play the
appropriate keys.
Play appropriate sound
pitch.
Time indicator
Time indicator appears
in the appropriate time.
To go to the appropriate
scene.
Dhiresh Patel
ire
sh
rd
tfo
er
fH
Sound
correct.
Correct contents
appeared on the screen
at the appropriate
position.
Correct scene was
opened
‘Intermediate_4’
Correct scene was
opened
‘Intermediate_6’
Correct scene was
opened ‘main’
Correct contents
appeared on the screen
at the appropriate
position.
Right hand Fingers
were played with the
correct keys from the
box indicator and the
Tweening was correct
on each key and on
time.
Correct sound pitch of
the keys was played
according to the finger
exercise.
Time indicator did not
function properly.
Correct scene was
opened
‘Intermediate_5’
Correct scene was
opened
‘Intermediate_7’
Correct scene was
opened ‘main’
When the mouse
clicked replay button, it
Played the finger
exercise as well as the
sound pitch of the key
together according to
the time indicator with
the right hand, which
was correct.
Correct contents
appeared on the screen
at the appropriate
position.
Left hand Fingers were
played with the correct
keys from the ‘OVAL’
shape, and the
Tweening was correct
on each key and on
time.
85
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
Intermediate_7
Sound
Play appropriate sound
pitch.
171
Intermediate_7
Back button
To go to the appropriate
scene.
iv
Un
170
Intermediate_7
Next button
To go to the appropriate
scene.
173
Intermediate_7
Main Menu button
174
Intermediate_7
Replay button
To go to the appropriate
scene.
Replay the finger
exercise and with the
sound again.
175
Intermediate_7
176
Intermediate_8
177
Intermediate_8
Sound
178
Intermediate_8
Back button
To go to the appropriate
scene.
179
Intermediate_8
Next button
To go to the appropriate
scene.
180
Intermediate_8
Main Menu button
181
Intermediate_8
Replay button
To go to the appropriate
scene.
Replay the finger
exercise and with the
sound again.
182
Intermediate_8
Contents
Correct contents shown
in the appropriate area
183
Intermediate_9
Finger Exercise
Fingers to play the
appropriate keys.
sit
er
172
yO
Finger Exercise
Correct contents shown
in the appropriate area
Fingers to play the
appropriate keys.
fH
Play appropriate sound
pitch.
ire
sh
rd
tfo
er
Dhiresh Patel
Contents
Correct sound pitch of
the keys was played
according to the finger
exercise.
Correct scene was
opened
‘Intermediate_6’
Correct scene was
opened
‘Intermediate_8’
Correct scene was
opened ‘main’
When the mouse
clicked replay button, it
Played the finger
exercise as well as the
sound pitch of the key
together, with the left
hand, which was
correct.
Correct contents
appeared on the screen
at the appropriate
position.
Left hand Fingers were
played with the correct
keys from the
‘RECTANGLE’ shape,
and the Tweening was
correct on each key and
on time.
Correct sound pitch of
the keys was played
according to the finger
exercise.
Correct scene was
opened
‘Intermediate_7’
Correct scene was
opened
‘Intermediate_9’
Correct scene was
opened ‘main’
When the mouse
clicked replay button, it
Played the finger
exercise as well as the
sound pitch of the key
together, with the left
hand, which was
correct.
Correct contents
appeared on the screen
at the appropriate
position.
Left hand Fingers were
played with the correct
keys from the
86
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
184
Intermediate_9
iv
Un
Sound
Play appropriate sound
pitch.
Intermediate_9
Back button
To go to the appropriate
scene.
186
Intermediate_9
Next button
To go to the appropriate
scene.
187
Intermediate_9
Main Menu button
188
Intermediate_9
Replay button
To go to the appropriate
scene.
Replay the finger
exercise and with the
sound again.
189
Intermediate_9
190
Intermediate_10
191
yO
sit
er
185
Correct contents shown
in the appropriate area
Back button
To go to the appropriate
scene.
Intermediate_10
Next button
To go to the appropriate
scene.
192
Intermediate_10
Main Menu button
193
Intermediate_10
Contents
To go to the appropriate
scene.
Correct contents shown
in the appropriate area.
194
Intermediate_11
Finger Exercise
Fingers to play the
appropriate keys.
195
Intermediate_11
Sound
Play appropriate sound
pitch.
196
Intermediate_11
Time indicator
Time indicator appears
in the appropriate time.
197
Intermediate_11
Back button
To go to the appropriate
scene.
Dhiresh Patel
ire
sh
rd
tfo
er
fH
Contents
‘Triangle’ shape, and
the Tweening was
correct on each key and
on time.
Correct sound pitch of
the keys was played
according to the finger
exercise.
Correct scene was
opened
‘Intermediate_8’
Correct scene was
opened
‘Intermediate_10’
Correct scene was
opened ‘main’
When the mouse
clicked replay button, it
Played the finger
exercise as well as the
sound pitch of the key
together, with the left
hand, which was
correct.
Correct contents
appeared on the screen
at the appropriate
position.
Correct scene was
opened
‘Intermediate_9’
Correct scene was
opened
‘Intermediate_11’
Correct scene was
opened ‘main’
Correct contents
appeared on the screen
at the appropriate
position.
Left hand Fingers were
played with the correct
keys from the box
indicator and the
Tweening was correct
on each key and on
time.
Correct sound pitch of
the keys was played
according to the finger
exercise.
Time indicator was
played according to the
beats which was ‘two
beats, three beats and
then again two beats.
Did not function
properly.
87
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
Intermediate_11
Next button
To go to the appropriate
scene.
199
Intermediate_11
Main Menu button
200
Intermediate_11
Replay button
To go to the appropriate
scene.
Replay the finger
exercise and with the
sound again.
201
Intermediate_11
202
Intermediate_12
203
Intermediate_12
iv
Un
198
Correct contents shown
in the appropriate area
sit
er
Contents
Correct scene was
opened
‘Intermediate_12’
Correct scene was
opened ‘main’
When the mouse
clicked replay button, it
Played the finger
exercise as well as the
sound pitch of the key
together according to
the time indicator with
the left hand, which
was correct.
Correct contents
appeared on the screen
at the appropriate
position.
Correct scene was
opened
‘Intermediate_11’
Back button
To go to the appropriate
scene.
204
Intermediate_12
205
Intermediate_12
yO
To go to the appropriate
scene.
To go to the appropriate
scene.
Correct contents shown
in the appropriate area
206
Main_advance
Four sub buttons
To go to the appropriate
Scenes.
207
Main_advance
Main menu button
208
Advance
Back button
209
Advance
Next button
To go to the appropriate
scene.
To go to the appropriate
scene.
To go to the appropriate
scene.
210
Advance
Main Menu button
211
Advance
Contents
212
Advance_Level_2
Finger Exercise
Next button
Main Menu button
Contents
To go to the appropriate
scene.
Correct contents shown
in the appropriate area
Fingers to play the
appropriate keys.
ire
sh
rd
tfo
er
fH
Dhiresh Patel
Correct scene was
opened ‘main’
Correct scene was
opened ‘main’
Correct contents
appeared on the screen
at the appropriate
position.
Correct scene
‘Advance,
Advance_Level_2,
Advance_Level_3 and
Advance_Level_4’ was
directed to the
appropriate scenes
when each button was
clicked with a mouse..
Correct scene was
opened ‘main’
Correct scene was
opened ‘main’
Correct scene was
opened
‘Advance_Level_2’
Correct scene was
opened ‘main’
Correct contents
appeared on the screen
at the appropriate
position.
Left and right hand
Fingers were played
with the correct keys.
The Tweening was
correct on each key and
on time.
88
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
Advance_Level_2
Left and Right
Text
Left and Right text
appears appropriately in
the Hand.
214
Advance_Level_2
Sound
Play appropriate sound
pitch.
215
Advance_Level_2
Back button
216
Advance_Level_2
Next button
To go to the appropriate
scene.
To go to the appropriate
scene.
217
Advance_Level_2
Main Menu button
218
Advance_Level_2
Replay button
219
Advance_Level_2
yO
220
Advance_Level_3
Back button
To go to the appropriate
scene.
221
Advance_Level_3
Next button
To go to the appropriate
scene.
222
Advance_Level_3
Main Menu button
223
Advance_Level_3
Contents
To go to the appropriate
scene.
Correct contents shown
in the appropriate area
224
Advance_Level_3.1
Finger Exercise
Fingers to play the
appropriate keys.
225
Advance_Level_3.1
Left and Right
Text
Left and Right text
appears appropriately in
the Hand.
226
Advance_Level_3.1
Back button
To go to the appropriate
scene.
227
Advance_Level_3.1
Next button
To go to the appropriate
iv
Un
213
sit
er
Correct contents shown
in the appropriate area
ire
sh
rd
tfo
er
fH
Dhiresh Patel
Contents
To go to the appropriate
scene.
Replay the finger
exercise and with the
sound again.
Left and right text was
displayed when hands
were swapped when
playing which was
correct.
Correct sound pitch of
the keys was played
according to the
nursery rhythm,
‘Twinkle twinkle little
star and with the finger
exercise.
Correct scene was
opened ‘Advance’
Correct scene was
opened
‘Advance_Level_3’
Correct scene was
opened ‘main’
When the mouse
clicked replay button, it
Played the finger
exercise as well as the
sound pitch of the key
together, with the left
and right hand, which
was correct.
Correct contents
appeared on the screen
at the appropriate
position.
Correct scene was
opened
‘Advance_Level_2’
Correct scene was
opened
‘Advance_Level_3.1’
Correct scene was
opened ‘main’
Correct contents
appeared on the screen
at the appropriate
position.
Left and right hand
fingers were played
with the correct keys.
The tweening was
correct on each key and
on time.
Left and right text was
displayed when hands
were swapped when
playing which was
correct.
Correct scene was
opened
‘Advance_Level_3’
Correct scene was
89
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
scene.
228
Advance_Level_3.1
Main Menu button
229
Advance_Level_3.1
Replay button
iv
Un
er
Contents
To go to the appropriate
scene.
Replay the finger
exercise.
Advance_Level_3.1
Correct contents shown
in the appropriate area
231
Advance_Level_4
232
Advance_Level_4
233
Advance_Level_4
Sound
234
Advance_Level_4
Back button
To go to the appropriate
scene and the sound to
stop playing.
235
Advance_Level_4
Next button
To go to the appropriate
scene and the sound to
stop playing.
236
Advance_Level_4
Main Menu button
237
Advance_Level_4
Contents
To go to the appropriate
scene and the sound to
stop playing
Correct contents shown
in the appropriate area
sit
230
yO
Animated balloons
Move appropriately
within the scene.
Move appropriately
within the scene.
fH
Sounds starts playing
when scene was loaded.
ire
sh
rd
tfo
er
Dhiresh Patel
Animated box
opened
‘Advance_Level_4’
Correct scene was
opened ‘main’
When the mouse
clicked replay button,
the finger exercise was
animated and it was
playing according to
the nursery rhythm
‘Twinkle twinkle little
star’ according to the
keys, with the left and
right hand, which was
correct.
Correct contents
appeared on the screen
at the appropriate
position.
It appeared
appropriately, came
from the bottom,
moved Left to the right,
and stopped in the
centre, which was
correct and on time.
It appeared
appropriately, came
from the sides’ left and
right, moved up and
down, and then stopped
in the sides, which was
correct and on time.
Did not function
properly, it did not play
any music from
clicking next from
‘Advance_Level_3.1’
scene.
Correct scene was
opened
‘Advance_Level_3.1’
and sound was stopped.
Correct scene was
opened ‘main’ and
sound was stopped.
Correct scene was
opened ‘main’ and
sound was stopped.
Correct contents
appeared on the screen
at the appropriate
position.
90
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
Appendix J – Error testing sheet
iv
Un
Scene Name
Actions
Expected Outcome
Actual Outcome
8
Main
Advance level
button
To go to the appropriate
Scene.
17
about_piano_2
Animated line
Line is animated and in
correct position.
38
begginners_3.1
Four multiple
buttons
Appropriate answers
are given for each
button.
77
begginners_7
94
begginners_8.2
131
Intermediate
Left and Right
Text
Incorrect scene was
opened, it opened
‘intermediate’ scene
Incorrect line was
animated at the wrong
position.
Incorrect answers were
given were ‘C, E and F’
was the wrong answers
and the correct one was
‘G’, this was wrong the
correct answer meant to
be ‘C’ and not ‘G’
Incorrect sound beats
were played for 1 beat
and 4 beats.
Incorrect beats was
played, it played 2
beats where it should
have played 3 beats.
Left and right text did
not appear on the scene.
141
Intermediate_2
Replay button
163
Intermediate_6
Time indicator
197
Intermediate_11
Back button
233
Advance_Level_4
Sound
yO
sit
er
Test
No.
Four Play buttons
Play button
Appropriate sound beat
is played according to
the beat symbol
Appropriate sound beat
should play
fH
er
Left and Right text well
positioned under the
right hands.
Replay the finger
exercise and with the
sound again.
ire
sh
rd
tfo
Time indicator appears
in the appropriate time.
To go to the appropriate
scene.
Sounds starts playing
when scene was loaded.
When the mouse
clicked replay button, it
did not replay the
scene.
Time indicator did not
function properly.
Did not function
properly.
Did not function
properly, it did not play
any music from
clicking next from
‘Advance_Level_3.1’
scene.
Dhiresh Patel
91
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
Appendix K – Revised testing sheet
iv
Un
Scene Name
Actions
Expected Outcome
Actual Outcome
8
Main
17
about_piano_2
Advance level
button
Animated line
To go to the appropriate
Scene.
Line is animated and in
correct position.
38
begginners_3.1
Four multiple
buttons
Appropriate answers
are given for each
button.
77
begginners_7
94
begginners_8.2
131
Intermediate
Left and Right
Text
141
Intermediate_2
Replay button
Replay the finger
exercise and with the
sound again.
163
Intermediate_6
Time indicator
Time indicator appears
in the appropriate time.
197
Intermediate_11
Back button
To go to the appropriate
scene.
233
Advance_Level_4
Sound
Sounds starts playing
when scene was loaded.
Correct scene was
opened ‘main_advance’
Correct line was
animated at the right
position in which it was
required.
Correct answers were
given which ‘G, E and
F’ the answers was
given was ‘wrong
answer try again’ and
for ‘C’ the answer was
given ‘Correct’
Correct sound beats
were played for 1 beat,
2 beats, 3 beats and 4
beats.
3 beats were played
which was correct.
Left and right text was
stopped at a great
positioned underneath
the two hands.
When the mouse
clicked replay button, it
Played the finger
exercise as well as the
sound pitch of the key
together, with the right
hand, which was
correct.
Time indicator was
played according to the
beats which was ‘two
beats, three beats and
then again two beats.
Correct scene was
opened
‘Intermediate_10’
Correct sound was
playing.
yO
sit
er
Test
No.
Appropriate sound beat
is played according to
the beat symbol
Play button
Appropriate sound beat
should play
Left and Right text well
positioned under the
right hands.
ire
sh
rd
Dhiresh Patel
tfo
er
fH
Four Play buttons
92
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
Appendix L – Evaluation sheet
iv
Un
Date: …………………………………..
Tested By: …………………………….
I am sending you an evaluation sheet and also including my Self Learning Guide How
er
to Play the Piano application on the CD-ROM. Can you please check my application
and add any comments on this evaluation sheet. Can you also give me your feedback
sit
from the children age 8 – 14 years, what the children found good and what problems
they had while using this application. Can you also tick the tick boxes of what you
yO
thought after looking at the children using the program?
(TICK BOXES BELOW FROM THE FEEDBACK FROM THE CHILDREN (Ö)
ire
sh
rd
tfo
er
fH
Dhiresh Patel
93
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
Any Further comments:
…………………………………………………………………………………………
…………………………………………………………………………………………
iv
Un
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
er
…………………………………………………………………………………………
…………………………………………………………………………………………
sit
…………………………………………………………………………………………
…………………………………………………………………………………………
yO
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
fH
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
er
…………………………………………………………………………………………
…………………………………………………………………………………………
tfo
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
rd
…………………………………………………………………………………………
…………………………………………………………………………………………
ire
sh
…………………………………………………………………………………………
I would like to thank you and the children, for participating in my project.
Dhiresh Patel
94
Department of Electronic, Communication and Electrical Engineering
BSc./BEng. Final Year Project Report
University of Hertfordshire
iv
Un
ire
sh
rd
tfo
er
fH
yO
sit
er
Dhiresh Patel
95