| Summary: | 博士 === 國立東華大學 === 企業管理學系 === 107 === Students today are immersed in more and more technology products. They can watch TV, use a CD player and an Internet-connected computer at home, while they may also possess a mobile phone, a portable MP3 player or an i-pod everywhere. They can listen to music, watch video clips, surf on the Internet, do online shopping, etc. at any time whether they are at home or not. Since it is a common trend for many adolscents to have various genres of music or sounds in the background while they are concentrating on tasks such as studying, doing homework, and solving logical problems, the impact of music on learners' learning performance is an important issue for research.
Reading comprehension, memory recitation and logical problem-solving are the necessary skills for young students in the learning process. However, subject to limited attention capacity, the researcher first applied the qustionnaire survey to explore the interference of grade factor so as to understand the habits, feelings of young students while listening to music and the impacts on students’ learning. Then, laboratory experiment and Electroencephalograph (EEG) are applied to analyze the participants’ degree of concentration in their reading comprehension, memory recitation and logical problem-solving tasks to examine how the presence and the absence of music in the background affect participants’ degree of concentration in the three tasks above in accordance with different time segments, different subjects and different music genres. There were 135 valid questionnaires. 96 participants took part in the experiment and 94 valid samples were collected.
In the findings, the presence of music in the background exhibits significant differences in the participants’ degree of concentration at the reading comprehension stage, the memory recitation stage, and the logical problem-solving stage. At the listening comprehension stage, the presence of music shows positive difference, and the time and grade factor have no moderation to the difference in the degree of concentration. It's thus suitable for students to listen to foreign pop music to avoid interference of their mother tongue; during the previous 2.5 minutes at the memory memorization stage, the presence of music displays a negative difference in the beginning, and later reveals a positive difference. Both time and grade factor will have a moderation effect on the difference in the degree of concentration. Chinese popular songs hence fit students better. However, for students who tend to be distracted easily, music in the background is not suggested since their degree of concentration will reduce more easily; during the previous 1.5 minutes at the logic problem-solving stage, a negative difference is first seen and later will be followed by a positive difference in values. Time has no moderation effect on the difference in the degree of concentration. Grade factor, nevertheless, has a moderation effect on the difference in concentration. The music genres, such as Chinese pop or foreign pop are preferable.
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