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Qixin Wu, University of Southampton, United KingdomAbstract
With the rapid development of artificial intelligence (AI), AI-powered tools have become increasingly integrated into educational settings. In China, AI-powered piano practice mobile applications with real-time error detection and feedback functionshave grown rapidly in recent years, especially after COVID-19. This type of piano practice mobile application typically utilizes mobile-device microphones to capture performance audio. Through AI audio recognition and comparison functions, they detect pitch and rhythmic inaccuracies in real time, providing immediate corrective feedback and practice suggestions. Despite their widespread use, empirical research on how these tools are experienced and perceived by users is limited in China. This study aims to explore music teachers’, students’, and parents’ attitudes and experiences toward using AI-powered piano practice applications, examine their perceived impact on students’ piano learning, and identify the strengths and limitations of the AI tool. I conducted a qualitative case study design by interviewing three piano teachers who use AI-powered applications to support their students' learning, as well as three parents of their students. Data collection includes four weeks of observation, semi-structured interviews, and document collections. Data was analyzed using thematic analysis, including iterative coding and theme development. Findings suggested that AI-powered piano practice applications can effectively boost students' interests and efficiency in piano learning, enhance their music reading skills, and simultaneously alleviate supervision pressures for parents and teachers. However, participants also emphasized that AI tools cannot replace human teachers on many musical and professional levels of instruction. This study provides pedagogical and design implications for integrating AI into piano education.
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