Technology Acceptance, Actual Use, and Learning Outcomes in AI-Assisted Music Teaching: Evidence from Chinese University Students
Keywords:
Artificial intelligence-assisted music teaching, learning outcomes, Technology Acceptance Model, Constructivist Learning Theory, university students, music educationAbstract
The objectives of this research were (1) to examine the influence of facilitating conditions and perceived ease of use on perceived usefulness and students’ attitudes toward AI-assisted music teaching, (2) to investigate the influence of perceived usefulness and attitude on students’ behavioral intention and actual use of AI-assisted music teaching, and (3) to examine the influence of perceived usefulness and actual use of AI-assisted music teaching on students’ learning outcomes. This study employed a quantitative research approach, collecting data through an online questionnaire using purposive sampling combined with convenience and random sampling from 511 valid university students majoring in music from multiple universities across different regions of China who had experience with or exposure to AI-assisted music teaching tools. The analysis included descriptive statistics, measurement model evaluation, and structural model evaluation using partial least squares structural equation modeling to test the proposed hypotheses.Major findings: (1) on the influence of facilitating conditions and perceived ease of use, the results showed that facilitating conditions significantly influenced perceived ease of use and perceived usefulness, while perceived ease of use significantly influenced perceived usefulness and students’ attitudes toward AI-assisted music teaching; (2) on the influence of perceived usefulness and attitude, the results showed that perceived usefulness significantly influenced attitude and behavioral intention, while attitude significantly influenced behavioral intention and behavioral intention significantly influenced actual use of AI-assisted music teaching; and (3) on the influence of perceived usefulness and actual use on learning outcomes, the results showed that perceived usefulness and actual use both significantly influenced students’ learning outcomes.
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