Name: Mediator, Shortcut, or Collaborator? Students' Experiences with Generative AI in Music Production Learning
Start: 2026-07-09T11:45:00+0100
End: 2026-07-09T12:15:00+0100

Welcome to the Technology, Innovation & the Future of the Creative Curriculum Conference 2026.

Mediator, Shortcut, or Collaborator? Students' Experiences with Generative AI in Music Production Learning

Thursday July 9, 2026 11:45am - 12:15pm BST

Room 2.46

Artificial intelligence is increasingly positioned as a transformative force in creative education, yet empirical insight into how generative AI tools shape students' learning and creative processes remains limited. This study investigates how generative AI tools mediate learning among music teacher students, with a focus on creative learning processes, self-efficacy, and music production competence.

The study took place in an undergraduate music teacher education course introducing students to music production in Ableton Live. Participants (N = 8) were divided into an AI-supported group (n = 4) and a non-AI group (n = 4), receiving identical tuition. The AI group had access to an LLM chatbot of personal choice and the generative music tool Suno.com.

Data sources included pre- and post-tests measuring self-efficacy and DAW competence, alongside qualitative focus group interviews and student reflective notes. Quantitative findings revealed only modest differences between groups. The AI-supported group demonstrated relatively stable but limited development in both self-efficacy and competence, while the non-AI group showed greater variability, including both substantial gains and declines. Qualitative findings illuminate these patterns: AI-group students engaged in more structured, guidance-dependent learning, relying on generated suggestions and step-by-step assistance. Non-AI students more frequently engaged in exploratory, trial-and-error processes. While AI tools enabled efficiency and rapid content generation, they also introduced challenges related to interpretation, integration, and over-reliance.

In both conditions, human support from teacher and peers proved central to student motivation and engagement, emphasising that meaningful AI integration does not diminish the need for relational pedagogical presence. This study contributes to discussions on AI-enhanced creative curricula by demonstrating that AI does not simply improve learning outcomes, but reshapes how students learn, create, and understand their own competence.

Speakers

Kristian Tverli Iversen

PhD candidate / IK / Department for Arts Education , Western Norway University of Applied Sciences (HVL)

Kristian Tverli Iversen is a PhD fellow at the Department of Art Studies at Western Norway University of Applied Sciences. Previously, he has worked as teacher of music production at Voss Folk High School and as a cultural worker in the municipality of Bergen. His areas of interest... Read More →

Thursday July 9, 2026 11:45am - 12:15pm BST
Room 2.46 Art School Entrance

AI & Student Learning, Paper

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Technology, Innovation & the Future of the Creative Curriculum

Kristian Tverli Iversen

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Technology, Innovation & the Future of the Creative Curriculum

Kristian Tverli Iversen

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