The Use of AI in Music Teaching in Higher Education: A Systematic Literature Review
Keywords:
AI; higher education; music teaching; PRISMA statement; systematic literature reviewAbstract
With the advancement of Artificial Intelligence (AI) technology, its integration in music education within higher education has become a significant research focus, although systematic reviews remain limited. A systematic literature review (SLR) was conducted to analyze development trends, the subjects and types of AI employed, research themes, and future agendas in the past decade. The literature was retrieved from EBSCO, Scopus, Web of Science, and ProQuest using predefined search terms around “AI”, “music education”, and “higher education”, yielding 29 articles after screening. Data analysis combined quantitative mapping (year, country, journal distribution) with qualitative thematic coding. Findings indicate: 1) The research demonstrates an upward trajectory, with China being the most active country and with clear evidence of increasing interdisciplinary integration. 2) AI has been widely applied across music subjects such as choral arts and vocal training, with major types including deep learning, machine learning, reinforcement learning, and a variety of AI tools. 3) Key themes include AI-powered personalized learning and recommendation systems, evaluation and optimization models for music teaching quality, the integration of AI with emotion and affect aspects in music education, multi-technology integrated teaching innovations, and AI-enhanced learning motivation, professional skills, and creativity. 4) Future research should refine multimodal teaching models, deepening personalized learning mechanisms, optimizing intelligent assessment and feedback systems, and developing AI literacy and ethics frameworks, while also advancing AI applications in teaching scenarios, addressing cold-start issues and algorithmic bias, refining multi-role collaborative mechanisms to foster the deep integration of AI and music education in higher education.
https://doi.org/10.26803/ijlter.24.11.3
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