Background: University elective system reforms have increased the importance of music elective courses in enhancing students’ artistic literacy. Existing evaluation methods primarily focus on teaching resources and technical approaches, neglecting students’ subjective experience, learning motivation, and performance outcomes within a comprehensive framework. Methods: We developed the “Experience-Motivation-Outcome” evaluation model, emphasizing learning motivation, immersion experience, and self-efficacy as core variables, and created a corresponding measurement scale. The scale’s reliability and structural validity were tested using multiple reliability assessments and exploratory factor analysis. The model was implemented in a closed-loop teaching program across several universities, with data collected through behavioral observations and learning logs. Results: Pearson correlation analysis and stepwise regression indicated that the core variables—learning motivation, immersion experience, and self-efficacy—significantly predicted improvements in music performance (p < 0.05). The interaction between motivation and immersion experience further enhanced learning outcomes, demonstrating a notable synergistic effect. Conclusion: This study integrates flow theory, self-determination theory, and self-efficacy theory to construct a closed-loop measurement model that links experiential input, motivational activation, and learning outcomes. The model provides a robust framework for evaluating university music electives. Recommendations: To optimize course design, we recommend creating immersive multimodal environments, implementing tiered support strategies, and adopting intelligent closed-loop assessment methods to enhance student engagement and performance.
Fu et al. (Wed,) studied this question.
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