The Impact of Music Genre Preferences on Immediate Recall and Long-Term Memory in e-Learning Modules
PROCEEDING
Mark Piwinsky, Indiana University of Pennslvania, United States ; Lacey Fulton, Clarion University, United States ; Sarah Everett, Emily Ortiz, Donald Winzer, Indiana University of Pennsylvania, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Music, to many, is a major part of life. Daily tasks are accompanied by a sound track from radio, streaming or other media. What happens when music is paired with digital delivery education? This study seeks to find if there is a relationship between music and information recall. A post hoc experimental design was used to expose students to four short e-learning modules, each with a different background music genre. The researchers examined genre and studying/listening habits as well as immediate recall and long term information retention to explore the possible interactions of the two independent variables on each of the two dependent variables.
Citation
Piwinsky, M., Fulton, L., Everett, S., Ortiz, E. & Winzer, D. (2019). The Impact of Music Genre Preferences on Immediate Recall and Long-Term Memory in e-Learning Modules. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 552-556). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/207694/.
© 2019 Association for the Advancement of Computing in Education (AACE)
References
View References & Citations Map- Boer, D., Fischer, R., Tekman, H.G., Abubakar, A., Njenga, J., & Zenger, M. (2012). Young people’s topography of musical functions: Personal, social and cultural experiences with music across genders and six societies. International Journal of Psychology, 47(5), 355–369. Https://doi-org.proxyclarion.klnpa.org/
- De Groot, A.M. (2006), Effects of stimulus characteristics and background music on foreign language vocabulary learning and forgetting. Language Learning, 56: 463-506. .& A. Bradley (1997). Music while you work: The differential distraction of background music on the cognitive test performance of introverts and extraverts. Applied Cognitive Psychology, 11, 445-455.
- Lucas, C. (2009) Turn up the volume: Boost memory and learning with music. Retrieved from https://www.education.com/magazine/article/Music_and_Memory/
- Schäfer, T. (2016). The goals and effects of music listening and their relationship to the strength of music preference. PLoS ONE, 11(3), 1–15. Https://doi-org.proxy-clarion.klnpa.org/
- Smith, S. (1985). Background music and context-dependent memory. The American Journal of Psychology, 98(4), 591-603.
- Uhrbrock, R. (1961). Music on the job: Its influences on worker morale and productivity. Personnel Psychology, 14, 9-38
- Wallace, W.T. (1994). Memory for music: Effect of melody on recall of text. Journal of Experimental Psychology: Learning, Memory, And Cognition, 20(6), 1471-1485.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References