ABSTRACT

This study is a design and development research project that explores the process through which an elementary school teacher uses AI vibe coding to create digital learning tools for classroom instruction, as well as the educational possibilities of such tools in the context of elementary music classes. In this study, an elementary school teacher with no formal coding expertise designed and developed five game-based music learning web applications by applying a vibe coding approach using the AI functions of ChatGPT and Canva. In this process, the five components of musical agency were employed as criteria for structuring the teacher’s design decisions, and each component was reflected in the web applications’ functional organization and learning interaction patterns. The study was conducted according to Type I design and developmental research procedures, consisting of needs analysis, derivation of design principles, development, and expert validation. Expert reviews indicated that the teacher’s educational intentions were consistently embodied in the digital learning tools through AI vibe coding, and that the developed web apps were evaluated as having the potential to support learner-centered participation and exploration in elementary music classes. These findings suggest that elementary school teachers can put learner-centered instructional design into practice in digital environments.

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