Current Issue

EXPLORING THE INFLUENCE OF AN AI PIANO TUTORING SYSTEM ON MOTIVATION AND PERFORMANCE ACROSS AGE GROUPS

Ming-Lang Yeh

 College of Management, Chung Hua University, Taiwan.

This email address is being protected from spambots. You need JavaScript enabled to view it.

Mei-Ling Hu*

Ph.D. Program of Management, Chung Hua University, Taiwan.

*Corresponding author: This email address is being protected from spambots. You need JavaScript enabled to view it.

Wen Pei,

College of Management, Chung Hua University, Hsinchu, Taiwan

This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

Mastering a musical instrument necessitates a prolonged commitment to study and practice, a process particularly critical for children. The cultivation of motivation and sustained interest is vital in facilitating effective learning experiences. This research delves into the influence of Artificial Intelligence (AI) tutoring as a pedagogical approach on students' learning performances and motivation, contrasting it with traditional human piano instruction. Data for this study were acquired through an experimental piano class, incorporating both human and AI tutoring methods. The class structure entailed 30 minutes of conventional human instruction followed by an additional 30 minutes of AI tutoring. To ensure randomization, half of the class commenced with human instruction, while the other half initiated with AI tutoring.

Utilizing a single-group repeated measures research design, this investigation aimed to discern noteworthy variations in student learning performance and motivation between the two teaching methodologies. Results from two-way mixed ANOVAs, based on data from 38 students, revealed a substantial increase in student enthusiasm with the AI teaching method. However, no significant differences in student learning performance emerged between the two instructional approaches. Furthermore, the interaction between teaching method and independent variables such as age, gender, and self-efficacy did not yield significance.

These findings not only contribute to the discourse on the equitable and sustainable development of music education but also underscore the imperative for tailored AI piano tutoring systems capable of addressing diverse learning needs. The research outcomes furnish valuable insights for AI educational technology researchers and offer guidance to educators in shaping curricular strategies. Significantly, the research underscores the variable impact of teaching models on the motivation and performance of learners across age groups, further substantiating the potential advantages of AI in enhancing student motivation within educational settings.

Keywords: AI-tutoring teaching, Human teaching, piano tutoring system, pedagogical considerations, student learning performance, student learning motivation.