背景音乐对学习者的影响:系统回顾与元分析

IF 1.6 3区心理学 0 MUSIC

Psychology of Music Pub Date : 2023-03-23 DOI:10.1177/03057356231153070

Efrén de la Mora Velasco, Yuting Chen, Atsusi Hirumi, Haiyan Bai

{"title":"背景音乐对学习者的影响:系统回顾与元分析","authors":"Efrén de la Mora Velasco, Yuting Chen, Atsusi Hirumi, Haiyan Bai","doi":"10.1177/03057356231153070","DOIUrl":null,"url":null,"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.","PeriodicalId":47977,"journal":{"name":"Psychology of Music","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The impact of background music on learners: A systematic review and meta-analysis\",\"authors\":\"Efrén de la Mora Velasco, Yuting Chen, Atsusi Hirumi, Haiyan Bai\",\"doi\":\"10.1177/03057356231153070\",\"DOIUrl\":null,\"url\":null,\"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.\",\"PeriodicalId\":47977,\"journal\":{\"name\":\"Psychology of Music\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2023-03-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Psychology of Music\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1177/03057356231153070\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"0\",\"JCRName\":\"MUSIC\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psychology of Music","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1177/03057356231153070","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"MUSIC","Score":null,"Total":0}

引用次数: 0

摘要

本荟萃分析综合了实验和准实验研究的结果，分析了背景音乐对学习的影响。在2021年或之前发表的研究论文，论文和会议记录进行了审查。采用随机效应模型和亚组分析对47项研究的71个效应量进行了整合。我们发现了五个关键结果:(a)支持BM条件的小而正的平均效应量(d = 0.314)， (b)在学习评估之前实施BM的研究有一个正而中等的效应量，(c)对事实知识保留有一个正而小的效应量，(d)与其他音乐类型相比，古典音乐有一个正而小的效应量，(e)个体的年龄可能会调节BM对学习的影响。该研究结果提出了一种关于机器学习如何影响学习的修正解释，反驳了现有的不鼓励在教学中使用机器学习的认知负荷和多媒体学习理论。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

The impact of background music on learners: A systematic review and meta-analysis

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.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Psychology of Music Multiple-

CiteScore

4.00

自引率

17.60%

发文量

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.