The Use of Generative AI in Music Education Research: An Experience Report

Type: Poster - Article nº 838

Authors: John Kennedy Pereira de Castro¹; Vânia Malagutti Fialho¹; Salete Maria Chiamulera Böhler²; Cinthia Ruivo³; Renée Rebelo Cicarelli²; Rosane Pletsch?; Kaline Graziela Legat Gulyas?; Sandra Lucia Simonato Bora?; Maria Ignês Scavone M. Teixeira?; Jaime Bosch?; Júlio Cesar Melo Miranda?; Janice Possamai Fiedler¹?; Túlio Ayres¹¹; Giovani Bonassoli Fernandes¹; Marco Aurélio da Silva Tavares¹; João José Félix Pereira (Awaju Poty)¹¹; João Jordano Brandalise Pereira (Tupanju)¹²; Tatiane Wiese Mathias¹³

Presenter: Renée Rebelo Cicarelli

Institutions: ¹ Universidade Estadual de Maringá (UEM); ² Universidade Estadual do Paraná/Embap (UNESPAR); ³ Universidade Federal do Paraná (UFPR); ? IECLB; ? Faculdade em Campo Largo (UNISE Educacional); ? Duettom Escola de Música; ? Scavone Ensino Musical; ? Studium Theologicum; ? Rede Claretiano de Educação; ¹? PUC/PR; ¹¹ UNESPAR/EMBAP; ¹² UNINTER; ¹³ UNESPAR — Campus de Curitiba I — EMBAP

ISME Member ID: 15928   •   E-mail: jkpcastro@uem.br

Abstract

This text presents an experience report on the use of generative artificial intelligence (GenAI) as a support for research in music/music education. The use of different AIs and their popularization in the academic environment are part of the contemporary moment and, according to UNESCO (2024, p. 5), they are powerful for education and research because they “replicate higher-order thinking that constitutes the basis of human learning.”

The protocol reported here takes place in three tasks established in systematic feedback processes: delimitation of the theme, study of the state of the art, and creative/artisanal writing developed simultaneously and intermittently. Grounded in maieutic practice, questions and answers about the study theme are redirected to technological tools, establishing a partnership of critical cognition in immediate and almost instantaneous feedback systems (Farnsworth, 2022; Deleanu, 2024). These three activities do not occur in a Cartesian manner or in exact chronologies; they are outlined and transformed throughout the work as expected in the course of research practice, regardless of the tool, whether traditional or technological.

For research in music/music education, the distinctive feature in the use of these technologies lies in the paradigm shift in interactivity with knowledge, marked by the speed and immediacy of the feedback. In the traditional way of study, data were incorporated at more spaced time intervals; in contemporaneity, the technological interlocutor demands an even more critical attitude from the researcher regarding doubt and the handling of data with heightened responsibility. At the genesis of this protocol, the raw material of doing science in music is the art of questioning, within limits of exhaustion, in dialogic and polyphonic models (Bakhtin, 1981, 2011, 2012).

The quantity and quality of the questions, allied with the researcher’s critical and creative thinking—annotated, revisited, and manually manipulated—consolidate the process of studying/learning/feeding back. In the search for paradigm shifts, the pseudo self-sufficiency of the tool is a limiting factor, incapable of paradigm ruptures (Kuhn, 2013). It will always be the human being, with their way of asking, deconstructing, and reinventing knowledge, who is the active subject in advancing research in music education. The use of this protocol presented positive results, with significant gains in productivity, time reduction, and increased motivation in educational research in music.

References

Bakhtin, M. M. (1981). The Dialogic Imagination: Four Essays. University of Texas Press.

Deleanu, C. (2024). AI in Education: Dialogic Approaches to Learning and Teaching. Routledge.

Farnsworth, R. (2022). Critical Dialogue in Digital Education: Rethinking Interaction. Springer.

Kuhn, T. S. (2013). The Structure of Scientific Revolutions (4th ed.). University of Chicago Press.

UNESCO. (2024). Guidelines on the Use of Generative AI in Education and Research. UNESCO Publishing.