Background: Artificial intelligence (AI)-supported learning environments are increasingly used in music education; however, evidence regarding their effectiveness in solfège instruction remains limited. This action research study evaluated the effects of AI-supported solfège instruction on undergraduate students’ attitudes and performance. Materials and Methods: This action research study included 36 undergraduate students enrolled in a conservatory program. A 10-week AI-supported solfège training was implemented using the EarMaster intelligent tutoring system. Data were collected through a solfège attitude scale and a performance test administered before and after the intervention, along with a delayed retention test. Results: Following the intervention, significant improvements were observed in both attitude scores (104.6 vs. 117.3, p < 0.001) and performance scores (32.8 vs. 51.52, p < 0.001). However, retention test scores showed a significant decline after a no-practice period (51.5 vs. 48.8, p < 0.001). Qualitative findings indicated increased motivation, engagement, and individualized learning opportunities. Conclusions: AI-supported solfège instruction improved students’ performance and learning attitudes in higher music education. The findings suggest that adaptive feedback, individualized practice, and continuous engagement may contribute positively to auditory skill development and student motivation. However, sustained practice remains necessary for long-term retention. Artificial intelligence-supported systems should therefore be integrated as complementary tools alongside teacher-guided instruction to support more flexible and personalized learning environments.
Karlıdağ et al. (Thu,) studied this question.