Junior High School Student Perspectives on the Use of ChatGPT in Music Education

In recent years, artificial intelligence (AI) has increasingly been integrated into educational contexts. This study examines the integration of ChatGPT with experiential marketing (XM) theory in music education, with a particular focus on lyric learning activities that emphasize emotional engagement. The application of ChatGPT combined with XM in lyric learning in music education remains relatively underexplored. This study addresses two research objectives: (1) to evaluate students’ attitude toward use of ChatGPT in post-pandemic music education by integrating XM theory with the Technology Acceptance Model (TAM), and (2) to identify factors influencing junior high school students’ acceptance and adoption of ChatGPT as a learning tool. Structural equation modeling was employed to analyze the data. The results indicate that the integrated XM–TAM model explains 53% of the variance in students’ adoption attitudes. While traditional technology acceptance models primarily emphasize rational evaluations, the findings demonstrate that XM serves as a complementary framework by capturing affective and experiential dimensions. Specifically, experiential marketing and perceived enjoyment show significant positive associations with students’ attitudes toward adopting ChatGPT, highlighting the central role of emotional engagement. These findings support an integrated framework for understanding student acceptance of AI-supported music education and offer implications for instructional design and future research in emotionally oriented arts education contexts.