  Improvisation is a vital but often neglected aspect of traditional piano
teaching. Challenges such as difficulty in assessment and subjectivity have
hindered its effective instruction. Technological approaches, including
augmentation, aim to enhance piano instruction, but the specific application of
digital augmentation for piano improvisation is under-explored. This paper
outlines a co-design process developing an Augmented Reality (AR) Piano
Improvisation Training System, ImproVISe, involving improvisation teachers. The
prototype, featuring basic improvisation concepts, was created and refined
through expert interaction. Their insights guided the identification of
objectives, tools, interaction metaphors, and software features. The findings
offer design guidelines and recommendations to address challenges in assessing
piano improvisation in a learning context.
