ABSTRACT The incorporation of AI‐powered applications into music education is becoming increasingly important, as these tools can extend practice support beyond the session and provide rapid performance feedback. The current study investigated whether an app‐assisted learning technique improves pianists' performance skills and self‐efficacy compared to traditional instruction. Participants were separated into experimental and control groups and given pre‐ and post‐test assessments. The psychometric instruments used included the Practical Piano Performance Assessment and the Music Performance Self‐Efficacy Scale. Statistical analysis, involving paired and independent t ‐tests, revealed that the experimental group showed significant improvements in piano performance ( F = 113.528, p < 0.001) and in all four dimensions of self‐efficacy—mastery experience ( t = 7.031, p < 0.001), vicarious experience ( t = 7.126, p < 0.001), verbal/social persuasion ( t = 7.929, p < 0.001) and physiological states ( t = 12.812, p < 0.001)—compared to the control group, which followed a standard curriculum. These findings highlight the practical value of AI‐based applications that provide not only personalised real‐time feedback but also interactive learning. Future research should explore the long‐term effects of using this software and its potential in blended learning environments to optimise the curriculum.
Chengcheng Tao (Thu,) studied this question.