Effects of Digital Technology on Creativity and Emotional Skills in Music Education: A Quantitative Study

ABSTRACT Background Digital technology has greatly transformed the traditional way of teaching music, particularly in the field of music creation. Students are less aware of using digital technology to gain creativity, skills and engagement. This study aims to evaluate the effects of digital technology on the creativity and emotions of students. Method A quantitative method was employed using an online questionnaire and responses were collected from 487 respondents. Data analysis through Statistical Package for the Social Sciences (SPSS) helps to test Pearson correlation, Confirmatory Factor Analysis, path coefficient, one‐way ANOVA and two‐way ANOVA. Results The outcome reveals that there is a substantial positive correlation among the constructs in music education ( r = 0.505 to 0.786, p < 0.01). Younger participants have experienced a higher impact on learning than older groups ( F = 89.619, η 2 = 0.360). Age and gender differences affect music education ( p < 0.05), except for playing instruments ( p = 0.074). In this interaction, age shows a stronger and more reliable effect than gender, which is considered a main factor. Digital technology in music creates a substantial effect in learning style, personalised learning experiences, engagement, emotions and creativity ( β = 0.228 to 0.786). Conclusion Digital technology positively influences music education in terms of better engagement with students, the development of their skills and makes learning personal and collaborative. Adaptive platforms, virtual instruments and other tools facilitate cognitive, emotional and creative development. The effect of its influence on music coaching, especially on the psychological development and reflective practice of students, should be studied in future.