Efrén de la Mora Velasco, Yuting Chen, Atsusi Hirumi, Haiyan Bai
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引用次数: 0
Abstract
This meta-analysis integrates outcomes of experimental and quasi-experimental studies to analyze the effects of background music (BM) on learning. Research articles, dissertations, and conference proceedings published in or before 2021 were examined. Seventy-one effect sizes from 47 studies were integrated using a random-effects model and subgroup analyses. Five key results were found: (a) a small and positive mean effect size ( d = 0.314) in favor of the BM condition, (b) a positive and medium effect size for studies that implemented BM before the learning assessment, (c) a positive and small effect size for factual knowledge retention, (d) a positive and small effect size for classical music compared with other music genres, and (e) individuals’ age can potentially moderate the impact of BM on learning. The results suggest a revised explanation of how the BM may affect learning, refuting existing cognitive load and multimedia learning theories that discourage the use of BM during instruction.
期刊介绍：
Psychology of Music and SEMPRE provide an international forum for researchers working in the fields of psychology of music and music education, to encourage the exchange of ideas and to disseminate research findings. Psychology of Music publishes peer-reviewed papers directed at increasing the scientific understanding of any psychological aspect of music. These include studies on listening, performing, creating, memorising, analysing, describing, learning, and teaching, as well as applied social, developmental, attitudinal and therapeutic studies. Special emphasis is placed on studies carried out in naturalistic settings, especially those which address the interface between music psychology and music education.
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