The application of artificial intelligence technologies, such as ChatGPT-4, offers a substantial chance to improve the learning process. The promising prospect of utilizing artificial intelligence and ChatGPT-4 to enhance educational interactions by offering tailored and engaging experiences is highly enticing. The promise of ChatGPT-4 resides in customizing teaching materials to correspond with the distinct learning objectives and musical preferences of individual students. Nevertheless, only a restricted amount of research has examined the effectiveness of ChatGPT-4 in improving students' learning outcomes. The present study aims to investigate the influence of ChatGPT-4 on augmenting students' learning outcomes concerning music. To this end, an experiment was conducted with 74 undergraduate students hailing from Chugye University for the Arts, Korea. The participants were randomly assigned to two distinct groups. One experimental group was assigned to utilize ChatGPT-4, while the control group received traditional teacher-led instructions. Additionally, a questionnaire was employed. Data analysis was conducted using SPSS 22. The results reveal that the experimental group exhibits a higher level of musical knowledge acquisition in comparison to the control group. Moreover, the results reveal that the experimental group demonstrates enhanced proficiency in the acquisition of musical knowledge when assessing their scores prior to and following the implementation of the intervention. The results indicate that the students demonstrate a propensity to utilize ChatGPT-4 as a tool for enhancing their music learning abilities. The influence of ChatGPT-4 on students' music learning outcomes is noteworthy, as it possesses the capacity to foster a perception of tranquility and ease among students. A multitude of suggestions and recommendations were proffered.