Evaluating the Impact of Intelligent Tutoring Systems on Music Theory performance

The purpose of this study was to examine the effectiveness of Intelligent Tutoring Systems (ITS), specifically the DAQIN ARTISTIC (DA) application, in enhancing students’ music theory performance. A quasi-experimental design was employed, involving 122 undergraduates (60.7% female, 39.3 % male) across four class groups, with three experimental groups using the DA application and one control group receiving traditional instruction. Data were analyzed using paired samples t-tests and ANCOVA to assess differences in pre-test and post-test performance. The results indicated that students who used the DA application showed significant improvements in music theory performance compared to those who relied solely on traditional teaching methods, confirming the effectiveness of ITS interventions in this domain. These findings highlight the practical benefits of integrating ITS into music education, providing adaptive, interactive, and self-paced learning experiences that can enhance student engagement and learning outcomes beyond conventional instruction.