Rhythm Is a Dancer: Designing Interactive Rhythm Feedback for Beginner Dancers

Abstract

Learning how to dance can readily overwhelm beginners, especially without effective guidance from a dance teacher. Existing interactive systems often do not sufficiently support the learner's progress. We investigated how targeted feedback on rhythm keeping interactively supports dance practice for novice dancers by introducing SkeletonDance. Our design is grounded in motor learning theory and conceptualized through interviews with dance teachers, following established teaching strategies. SkeletonDance automatically detects rhythm flaws and provides assistance through mimicking clapping feedback, a common instructional technique in dance lessons. In our study, participants reported that SkeletonDance helped them to re-establish lost rhythm and increased confidence during practice, especially among novices. Though objective performance metrics did not consistently confirm these effects during controlled test sessions. Our work highlights that feedback can support novice dancers' subjective practicing experiences and demonstrates how prior dancing experience moderates the objective effectiveness of such minimal, teacher-inspired interventions.