Exploring AI Applications in Beginner Erhu Instruction through Analysis of Key Instructional Difficulties

Abstract

This study investigates the primary challenges encountered in beginner Erhu instruction through a thematic analysis of current pedagogical literature. Using Braun and Clarke’s analytical framework, two overarching themes and their corresponding subthemes were identified: pitch accuracy and rhythmic stability. Within these themes, the review synthesizes factors contributing to intonation instability, common types of rhythmic errors, and associated targeted practice strategies, supported by relevant scholarship. Findings indicate that existing instructional approaches and practice programs remain largely grounded in traditional, teacher-centered paradigms, which may constrain learning effectiveness for many novices. Although conventional methods continue to form the core of Erhu pedagogy, the objective, measurable nature of pitch and rhythm difficulties underscores the potential value of artificial intelligence as a supplementary instructional tool. Overall, this study consolidates key instructional challenges and offers insights that can inform the development of more adaptive and technology-enhanced pedagogical frameworks.