The Effect of Background Music on Learning

Savan, Anne

doi:10.1007/978-1-4020-9018-9_56

Cited by 4 publications

(4 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For example, music listening has been shown as an effective means to reduce agitated behavior and aggression in patients suffering from dementia (e.g., Koger, Chapin, & Brotons, 1999) as well as in school-children with learning difficulties (Savan, 1999). In the latter study, decreases of attentionseeking behaviors as well as cardiac responses (heart rate, systolic and diastolic blood pressure) were observed when selected chamber music by Mozart was played as background during regular class sessions.…”

Section: Music Listening/training and Aggressive Behaviormentioning

confidence: 86%

Effects of music and natural science training on aggressive behavior

Roden

Zepf

Kreutz

et al. 2016

Learning and Instruction

View full text Add to dashboard Cite

a b s t r a c tExtended music lessons have been suggested to reduce stress responses, and to increase well-being in primary school children. We investigated this assumption with regard to the provocation of aggressive behavior in primary school children (N ¼ 34; 7e8 years of age). A computerized modified version of the Point-Subtraction Aggression Game ('Stimulated Aggression by Virtual Opponent'; SAVO) was used in this sample. Self-report (Positive and Negative Affect Schedule, PANAS) and physiological measures including systolic blood pressure (SBP), diastolic blood pressure (DBP), heart rate (HR), and saliva cortisol concentrations were recorded before, during, and after the SAVO task. For the following 18 months, one group of children received weekly sessions of extended instrumental music lessons (n ¼ 14; music group), while a control group received natural science training (n ¼ 20; control group). A set of repeated measures analyses of variance (ANOVAs) did not show any differences in physiological measures between groups. Moreover, only children in the control group, but not music children, showed a significant increase of reactive aggressive behavior after the SAVO task. These results suggest that music training positively modulates reactive aggressive behavior in primary school children.

show abstract

Section: Music Listening/training and Aggressive Behaviormentioning

confidence: 86%

Effects of music and natural science training on aggressive behavior

Roden

Zepf

Kreutz

et al. 2016

Learning and Instruction

View full text Add to dashboard Cite

show abstract

“…During the discussion process, the students listened to the music. With music, students feel more relaxed and focused on solving problems and increasing group collaboration because music has a physiological effect and improves the emotional aspects of student behavior (Savan, 2009). Based on the indicators of learning achievement, it is proven that the students achieve it together.…”

Section: Discussionmentioning

confidence: 99%

Retention Achievement in Brain-Based Whole Learning is Supported by Students’ Scientific Literacy and Concept Mastery

2023

pegegog

View full text Add to dashboard Cite

The learning model should be able to improve student's learning abilities. The Brain-Based Whole Learning (BBWL) model is one of the alternative learning models that can improve students' retention achievement, supported by scientific literacy and concept mastery. This study aims to determine the effect of the BBWL model on students' scientific literacy, concept mastery, and retention. This research method was quasi-experimental, with a sample of four classes taken randomly. The total sample was 132 students in grade XI Science Specialization in Madrasah Aliyah Bengkulu who enrolled in Biology. The data were analyzed using the ANOVA test after the assumption test was carried out, namely the normality and data homogeneity test. The results showed an effect of the BBWL model on students' scientific literacy skills, concept mastery, and retention. There is a significant difference between the BBWL model with BBL, WBT, and control. Based on the study results, it can be concluded that the BBWL model can improve students' retention achievement by supporting the result of good scientific literacy and concept mastery.

show abstract

“…16,17 Besides, recent studies have also demonstrated that background music decreases anxiety in educational environments. 18 In studies that examined the biochemical and structural changes in the brain caused by music, an increase in neurogenesis in the hippocampus, brain-derived neurotrophic factor (BDNF) increase in the hippocampus, and increases in dopamine and N-Methyl d-Aspartate (NMDA) receptors have been demonstrated. 19 BDNF is a protein that plays a critical role in neurodevelopment and plasticity and is involved in learning, memory, and energy metabolism.…”

Section: Music and Bdnfmentioning

confidence: 99%

“…Recent research has found positive results showing that background music increases cognitive function performance as a result of the effect of music on stimulation and mood 16,17 . Besides, recent studies have also demonstrated that background music decreases anxiety in educational environments 18 …”

Section: Introductionmentioning

confidence: 99%

An analysis of the relationship of “the Mozart effect” with BDNF levels in anatomy education

Petekkaya,

Ünalmış Aykar,

Kaptan

2024

Anatomical Sciences Ed

View full text Add to dashboard Cite

In 1993, an increase was observed in the spatial IQ scores of the volunteers who listened to Mozart's sonata K448 for 10 min, and this phenomenon entered the literature as the “Mozart effect.” Other studies have shown that this effect is particularly evident in spatial skill tests. A large body of research has provided evidence that spatial ability is associated with success in learning anatomy. In this study, Kastamonu University Faculty of Medicine students were divided into two groups during 16‐h practical training spanning 30 days. While one of the groups listened to Mozart's K448 sonata as the background music in all lessons, the control group attended the lessons in their standard form. At the end of each lesson, all students solved a modified mental rotation test including questions involving anatomical structures. Before starting the study, after the first laboratory class, on the 15th and 30th day of the study, blood samples were taken from the participants, and plasma brain‐derived neurotrophic factor (BDNF) levels were determined. The effect of time on mental rotation score and plasma BDNF level was significant (p < 0.001 for both). The effect of group was also significant (p < 0.001 for both). Pairwise comparisons showed significance in the fifth, sixth, seventh, and eighth mental rotation test (p < 0.001, p = 0.041, p < 0.001, p < 0.001, respectively) and in the third (Day 15) and fourth (Day 30) BDNF measurement (p < 0.001 for both). Our findings may indicate that specific background music may be useful for anatomy teaching.

show abstract

The Effect of Background Music on Learning

Cited by 4 publications

References 3 publications

Effects of music and natural science training on aggressive behavior

Effects of music and natural science training on aggressive behavior

Retention Achievement in Brain-Based Whole Learning is Supported by Students’ Scientific Literacy and Concept Mastery

An analysis of the relationship of “the Mozart effect” with BDNF levels in anatomy education

Contact Info

Product

Resources

About