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<p>The study aims to investigate the impact of ChatGPT on music education by evaluating creativity and perception indicators resulting from AI integration. The research is based on analyzing the effect of AI (ChatGPT) integrated into music education. To this end, a method for implementing the program in piano teaching sessions was developed, grounded in theoretical principles of creativity development according to flow theory, divergent and convergent thinking. The study involved 566 students from a music conservatory. Creativity was assessed using two forms of the Torrance Tests of Creative Thinking (TTCT). At the beginning of the pre-test, both groups demonstrated uniform levels of creativity within the music education process. Analysis of creativity revealed a significant increase in creative skills within the AI-intervention group (<i>p</i> = 0.000). Considering the aim to more precisely determine the impact of recommendation algorithms on queries based on theoretical concepts of creativity development, a correlation was established between the frequency of application of the proposed query approaches and the dynamics of creativity between the pre- and post-tests (<i>r</i> = 0.001). The results indicate notable improvements in creativity within the experimental group; the difference between the control and experimental groups increased to 23.1849, with the experimental group showing a mean of 67.311. Key concerns among students relate to the precise tuning of question-answer algorithms and the training required for effective use of technology for academic and creative development.</p>

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Integration of AI GPTs in music education and their impact on students’ perception and creativity

  • 期刊论文

  • 发表日期：

    2025年4月4日

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  • Xia Wang

摘要

The study aims to investigate the impact of ChatGPT on music education by evaluating creativity and perception indicators resulting from AI integration. The research is based on analyzing the effect of AI (ChatGPT) integrated into music education. To this end, a method for implementing the program in piano teaching sessions was developed, grounded in theoretical principles of creativity development according to flow theory, divergent and convergent thinking. The study involved 566 students from a music conservatory. Creativity was assessed using two forms of the Torrance Tests of Creative Thinking (TTCT). At the beginning of the pre-test, both groups demonstrated uniform levels of creativity within the music education process. Analysis of creativity revealed a significant increase in creative skills within the AI-intervention group (p = 0.000). Considering the aim to more precisely determine the impact of recommendation algorithms on queries based on theoretical concepts of creativity development, a correlation was established between the frequency of application of the proposed query approaches and the dynamics of creativity between the pre- and post-tests (r = 0.001). The results indicate notable improvements in creativity within the experimental group; the difference between the control and experimental groups increased to 23.1849, with the experimental group showing a mean of 67.311. Key concerns among students relate to the precise tuning of question-answer algorithms and the training required for effective use of technology for academic and creative development.