Motivation and AI

Abstract

The rapid advancement of technology has accelerated the adoption of new tools in music education, most notably the integration of artificial intelligence (AI) opening new avenues for generative creativity and musical engagement. This chapter draws on a literature review and an exploratory study to examine the factors shaping students’ use of these tools, including prior experience, motivational beliefs, accessibility, limitations, ethical considerations, and their perceptions of teachers’ attitudes toward the use of AI. Findings suggest positive motivational beliefs that support sustained and potentially increased engagement with AI. However, these tools are mainly used for academic rather than musical purposes, suggesting that motivation is influenced more by extrinsic demands than by intrinsic interest in artistic exploration. Beliefs about one’s ability to use AI effectively, together with perceptions of its utility for managing workload, reinforce instrumental motivations but may limit its role as a driver of creativity. Students also expressed ethical concerns regarding creativity, artistic authenticity, and the need for human oversight. The findings highlight the importance of student and teacher training to strengthen technical competencies and foster motivational conditions necessary for AI to support both musical learning and creative development.