A Study on Evaluating the Effectiveness of Virtual Reality (VR) Applications in University Music Education within the Framework of Arts-Integrated Education

Against the backdrop of arts-integrated education and digital transformation, Virtual Reality (VR) has been increasingly applied in university music teaching. However, existing studies largely remain at the level of technical demonstration and lack a systematic evaluation framework based on user needs. To address this gap, this study takes university music education as the research context and constructs a user-needs-based evaluation system for VR teaching applications. Through semi-structured interviews, 15 core user needs were identified and classified using the KANO model to derive objective weights reflecting their influence on user satisfaction. At the same time, the Analytic Hierarchy Process (AHP) was employed to calculate subjective weights through expert evaluation, with consistency tests conducted to ensure reliability. On this basis, subjective and objective weights were integrated to obtain comprehensive priorities for each demand factor. The results show that instructional situational authenticity, learning engagement, and immersive learning experience are the most important factors influencing the effectiveness of VR music teaching. System operational convenience and teaching process controllability also play significant roles, whereas technical stability and cross-arts integrated experience show relatively lower weights at the present stage. The study suggests that the main value of VR in music education lies in improving instructional authenticity and cognitive understanding rather than merely strengthening technical experience. The proposed integrated evaluation framework provides theoretical support and practical guidance for university music curriculum design and VR-based teaching optimization.