A systematic review of technology-enhanced music learning models: Impacts on music education

Technology-enhanced music education has grown globally, but understanding of its models, outcomes, and challenges remains fragmented. This systematic review synthesizes research on technology-enhanced music learning models (TEMLeM) to identify key educational dimensions, technologies, learning outcomes, and implementation challenges. Analyzing 30 studies (2010–2024) from five databases, we identified patterns and gaps. The review highlights how technology influences music education across four dimensions: approaches, technologies, outcomes, and challenges. The findings reveal a dominance of constructivist approaches (83%) and generic educational technologies (90%) over specialized music tools, with a focus on adult beginners, while children and advanced learners are underrepresented. Music performance proficiency was the most common outcome (70%), but emotional expression (10%) and aesthetic sensitivity (7%) were less emphasized. Contrary to technology-centric narratives, pedagogical challenges (93%) were more significant than technological barriers (87%). The analysis shows a rapid technological diversification from 2022–2024, with 77% of studies published during this period. This review proposes a conceptual model integrating learning conditions, outcomes, design, and technology. It challenges assumptions about technology's democratizing potential, suggesting current implementations may reinforce traditional limitations. Future research should focus on music-specific frameworks, underserved populations, and balancing technical proficiency with aesthetic development.