  Humans have been developing and playing musical instruments for millennia.
With technological advancements, instruments were becoming ever more
sophisticated. In recent decades computer-supported innovations have also been
introduced in hardware design, usability, and aesthetics. One of the most
commonly digitally augmented instruments is the piano. Besides electronic
keyboards, several prototypes augmenting pianos with different projections
providing various levels of interactivity on and around the keyboard have been
implemented in order to support piano players. However, it is still not
understood if these solutions are indeed supporting the learning process. In
this paper we present a systematic review of augmented piano prototypes
focusing on instrument learning, which is based on the four themes derived from
interviews of piano experts to better understand the problems of teaching the
piano. These themes are: (i) synchronised movement and body posture, (ii)
sight-reading, (iii) ensuring motivation, and (iv) encouraging improvisation.
We found that prototypes are saturated on the synchronisation themes, and there
are opportunities for sight-reading, motivation, and improvisation themes. We
conclude by presenting recommendations on augmenting piano systems towards
enriching the piano learning experience as well as on possible directions to
expand knowledge in the area.
