AI 기반 작곡 시스템 활용 여부가 피아노 작곡 학습자의 창작 스트레스와 자기효능감에 미치는 영향: 창의성 자기지각의 매개효과

In today’s educational landscape, where creativity and integrative thinking are emphasized as core competencies, the field of arts education is undergoing a paradigm shift. This study analyzed the effects of an AI-based composition system on piano composition learners’ creative stress and self-efficacy and examined the mediating role of perceived creativity. A total of seventy-six participants, comprising music majors from universities and students attending piano composition academies in the Seoul metropolitan area, took part in a three-week single-group pretest–posttest experiment. Structural Equation Modeling (SEM) results indicated that the use of AI composition systems significantly reduced learners’ creative stress while enhancing their self-efficacy, implying that such systems can strengthen learners’ confidence in their compositional abilities. Moreover, perceived creativity was found to mediate the relationship between AI system use, creative stress, and self-efficacy, suggesting that AI provides an environment conducive to recognizing and expanding learners’ intrinsic creativity. These findings highlight the necessity of pedagogical strategies that employ AI not merely as a compositional aid but as a means of fostering learners’ critical thinking and autonomous decision-making. This study contributes to extending technology-oriented music education toward a learner-centered psychological perspective and proposes educational designs that maximize the advantages of AI while preserving creative autonomy in arts education.