Abstract
This paper presents a method for incorporating the Keystroke-Level Model into the didactic approach by using algorithmization in teaching computerized score editing, specifically within the Sibelius application. The paper discusses how the operator categories of the Keystroke-Level Model can enhance the design of instructional algorithms and help students become more aware of the actions required in the complex and sensitive interface of these applications. The study emphasizes the importance of the M (mental preparation) and R (system response) operators, which can be adapted to create moments when the students understand the application’s response and coordinate their actions and decisions. Lastly, the paper explores the role of the Keystroke-Level Model in modeling algorithms suitable for student training and quasi-algorithms used by advanced users.
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