Adaptive teaching assistance model combining generative AI and big data analytics

Abstract

The lack of personalized teaching resources and real-time evaluation in music education severely limits teaching effectiveness and cannot meet the diverse artistic expression needs of learners. Therefore, this paper proposes an adaptive teaching assistance model that combines generative artificial intelligence with big data analysis. This paper uses a cross modal transformer (CMT) to align performance audio with symbol score features, and employs a Proximal Policy Optimization (PPO) reinforcement learning framework to convert learners’ performance features into reward signals to generate dynamic content. At the same time, this paper conducted a quasi experimental technical validation for 12 weeks, involving 120 undergraduate students majoring in music (60 experimental students and 60 control students); the experimental group received feedback generated by the system, while the control group received traditional guidance. The results showed that the peak cosine similarity between the generated practice trajectory and the skill level of learners at the primary difficulty level was 0.962 ± 0.014, and the system’s error detection recall rate for complex rhythm errors was 91.2% ± 1.8%. After 300 training iterations, the cumulative expected return of the PPO mechanism remained stable at 95.12 ± 1.23 (average~0.79 per step). The learning trajectory of the experimental group was significantly steeper than that of the control group, as evidenced by the significant group time interaction [β = 0.52, 95% CI (0.31,0.73)], providing statistical support for the model’s potential to accelerate short-term skill improvement. These findings suggest that the proposed closed-loop system provides a promising algorithmic framework for personalized feedback in music education, but educational statements should be interpreted within the scope of testing conditions and technical proxy indicators reported.