ORIGINAL RESEARCH article
Front. Educ.
Sec. Digital Learning Innovations
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1649747
This article is part of the Research TopicRedefining Learning in the Digital Age: Pedagogical Strategies and OutcomesView all 19 articles
How Anthropomorphic AI Features Affect Music Students' Acceptance: A Study of Chinese Undergraduates
Provisionally accepted
- 1Department of Education and Society, Institute of Science Innovation and Culture, Rajamangala University of Technology Krungthep, Bangkok 10120, Thailand, Bangkok, Thailand
- 2Institute of Science Innovation and Culture, Rajamangala University of Technology Krungthep, Bangkok 10120, Thailand, Bangkok, Thailand
- 3Surabaya State University, Surabaya, Indonesia
- 4Mathematics Education Department, Faculty of Mathematiccs and Natural Sciences, Universitas Negeri Surabaya, Surabaya, Indonesia
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This study investigates how Chinese undergraduate music students' perceptions of AI-generated content (AIGC) are affected by generative artificial intelligence (GAI). To explain students' acceptance of generative AI, the study integrates the Stimulus–Organism–Response (SOR) framework with the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT). A mixed-method approach was employed using a sample of 600 university students, including quantitative surveys and qualitative interviews. The Analysis explores students' responses to the uncanny valley effect, perceived usefulness and ease of anthropomorphic features, and intention to adopt the technology. Findings indicate that although the human-like aspects of AIGC cause discomfort, quantitative data show that students find components like voice interaction and emotional expression helpful for learning music. Qualitative evidence further reveals adaptive strategies to mitigate discomfort, including integrating AIGC with peer review. The study concludes that AIGC holds significant potential for enhancing music education but underscores the need to address the uncanny valley effect to foster greater emotional engagement. To better accommodate diverse student needs, future research should investigate potential long-term effects and support the development of customized AIGC tools.
Keywords: Generative Artificial Intelligence (GAI), AI-generated content (AIGC), Uncanny valley effect, music education, Students' acceptance
Received: 18 Jun 2025; Accepted: 09 Sep 2025.
Copyright: © 2025 Tan, Anyanwu, Liu and Suryanti. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Clinton Chidiebere Anyanwu, clinton.c@mail.rmutk.ac.th
Sri Suryanti, srisuryanti@unesa.ac.id
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