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AI‐Powered Auditory Training and Its Role in Strengthening Musical Memory: A Systematic Review in Higher Music Education.

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Title: AI‐Powered Auditory Training and Its Role in Strengthening Musical Memory: A Systematic Review in Higher Music Education.
Authors: He, Lin1 (AUTHOR), Chen, Zhao‐ling2 (AUTHOR) scnuchenzhl@163.com
Source: European Journal of Education. Jun2026, Vol. 61 Issue 2, p1-12. 12p.
Subject Terms: *Auditory learning, *Music education, *Evidence synthesis, *Computer assisted instruction, *Instructional systems, *Higher education, *Cognitive learning theory, Recollection (Psychology)
Abstract: Integrating artificial intelligence (AI) into music education has emerged as a transformative development, particularly in auditory training. This systematic review investigates the effectiveness of AI‐powered auditory training tools in enhancing musical memory, specifically short‐term, working, and long‐term memory among university‐level music students. In accordance with the PRISMA guidelines, eight peer‐reviewed empirical studies published between 2017 and 2025 were selected using predefined inclusion and exclusion criteria. Findings indicate that AI‐powered auditory training tools significantly improve learners' pitch discrimination, rhythmic accuracy, melodic recall, and auditory retention compared to conventional teaching approaches. These improvements were largely due to the tools' ability to deliver adaptive, engaging, and personalised learning experiences grounded in cognitive learning theories, such as spaced repetition, retrieval practice and multisensory integration. This review contributes to the growing literature advocating data‐driven, learner‐centred approaches to music pedagogy in the digital age. [ABSTRACT FROM AUTHOR]
Copyright of European Journal of Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22He%2C+Lin%22">He, Lin</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chen%2C+Zhao‐ling%22">Chen, Zhao‐ling</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> scnuchenzhl@163.com</i>
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  Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Education%22">European Journal of Education</searchLink>. Jun2026, Vol. 61 Issue 2, p1-12. 12p.
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  Data: *<searchLink fieldCode="DE" term="%22Auditory+learning%22">Auditory learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Music+education%22">Music education</searchLink><br />*<searchLink fieldCode="DE" term="%22Evidence+synthesis%22">Evidence synthesis</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+assisted+instruction%22">Computer assisted instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Instructional+systems%22">Instructional systems</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+learning+theory%22">Cognitive learning theory</searchLink><br /><searchLink fieldCode="DE" term="%22Recollection+%28Psychology%29%22">Recollection (Psychology)</searchLink>
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  Data: Integrating artificial intelligence (AI) into music education has emerged as a transformative development, particularly in auditory training. This systematic review investigates the effectiveness of AI‐powered auditory training tools in enhancing musical memory, specifically short‐term, working, and long‐term memory among university‐level music students. In accordance with the PRISMA guidelines, eight peer‐reviewed empirical studies published between 2017 and 2025 were selected using predefined inclusion and exclusion criteria. Findings indicate that AI‐powered auditory training tools significantly improve learners' pitch discrimination, rhythmic accuracy, melodic recall, and auditory retention compared to conventional teaching approaches. These improvements were largely due to the tools' ability to deliver adaptive, engaging, and personalised learning experiences grounded in cognitive learning theories, such as spaced repetition, retrieval practice and multisensory integration. This review contributes to the growing literature advocating data‐driven, learner‐centred approaches to music pedagogy in the digital age. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of European Journal of Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194136578
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        Value: 10.1111/ejed.70569
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      – Code: eng
        Text: English
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      – SubjectFull: Auditory learning
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      – SubjectFull: Music education
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      – SubjectFull: Evidence synthesis
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      – SubjectFull: Computer assisted instruction
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      – SubjectFull: Instructional systems
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      – SubjectFull: Cognitive learning theory
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              Text: Jun2026
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              Y: 2026
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