Construction of AI-Enhanced Online Music Education Platform Based on Traditional Music Education Practice: Design Foundation from Zibo Middle School Instructional Strategies

Abstract

Purpose: This study aims to construct an AI-enhanced online music education platform grounded in traditional instructional practices from Zibo Middle School, addressing fundamental challenges in digital transformation of music education while preserving pedagogical authenticity and cultural heritage.Methodology: A comprehensive mixed-methods research design was employed involving 200 students and 10 music teachers over a 16-week implementation period. Data collection incorporated structured questionnaires, virtual classroom observations, semi-structured interviews, focus groups, and platform usage analytics to evaluate teaching strategy adaptation, learning outcomes, and user experience across multiple dimensions.Findings: Traditional teaching strategies achieved substantial online implementation effectiveness: direct instruction (76%), collaborative learning (71%), and performance-based instruction (63%). Significant learning improvements were documented across cognitive skills (Cohen's d = 0.67), arts-specific competencies (d = 0.45), and social-emotional development (d = 0.34). Platform engagement demonstrated sustained adoption with 68% weekly student usage and 84% teacher utilization, while satisfaction ratings averaged 3.6/5.0 for students and 3.8/5.0 for teachers.Conclusion: Traditional music education practices can be systematically transformed into effective online learning platforms through evidence-based design principles that preserve pedagogical integrity while leveraging digital innovation capabilities.Practical Implications: This research provides empirical evidence for institutional digital transformation initiatives and establishes a replicable online education platform model that maintains cultural authenticity while expanding educational accessibility across diverse student populations.