Structural Relationship Between Immersive Experience and Learning Effectiveness in Technology-Art Convergent Digital Music Production Learning

Grounded in the Technology Acceptance Model (TAM) and Flow Theory, this study examines technology-art convergence-based digital music production courses in higher education and proposes a structural model linking perceived ease of use, perceived usefulness, challenge-skill balance, immersive experience, and learning effectiveness. Within a technology-art integrated learning environment, immersive experience is conceptualized as a key psychological mechanism connecting technological affordances and artistic engagement to learning outcomes. Survey data were analyzed using SPSS and AMOS, and the Bootstrap method was employed to test mediation effects. The results indicate that perceived ease of use, perceived usefulness, and challenge-skill balance significantly enhance immersive experience, which in turn significantly improves learning effectiveness. Immersive experience plays a significant mediating role in these relationships. Perceived ease of use and challenge-skill balance exert both direct and indirect effects, whereas perceived usefulness primarily influences learning effectiveness indirectly through immersive experience. By situating digital music production within a technology-art convergence framework, this study clarifies the psychological mechanism underlying learning effectiveness and provides theoretical support for instructional design and optimization in convergence-based creative education contexts.