Using AIGC to Teach Instructional Design for Pre-service Music Teachers: Perception, Outcomes, and Lessons Learned

AIGC is increasingly used in education because of its powerful language-generation capabilities. This study explored how pre-service music teachers perceived, experienced, and learned when using ERNIE Bot (AIGC) for music instructional design. The study showed that pre-service music teachers were generally satisfied with the performance of ERNIE Bot (AIGC) in learning activities, with a mean of 4.04 ± 0.59. Most of the participants pointed out that the ERNIE Bot was important for them to enhance instructional design in aspects of efficiency, quality, and logic. However, since ERNIE Bot had limitations in functions and some technical shortcomings, the perceptions of different pre-service music teachers in aspects of engagement, learning effect, and enjoyment were quite different. It also shows that a pre-service music teacher interacting with AIGC under high-quality interaction does better concerning the learning outcome. The findings below validate the application value of AIGC in music education and give some recommendations for using AIGC rationally and effectively in pre-service music teachers.