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How does Mozart's music affect children's reading? The evidence from learning anxiety and reading rates with e-books.

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How does Mozart's music affect children's
reading? The evidence from learning
anxiety and reading rates with e-books.
Journal Article Database: APA PsycInfo
Su, Yen-Ning Kao, Chih-Chien Hsu, Chia-Cheng Pan, Lu-Chun Cheng, Shu-Chen Huang,
Yueh-Min
Citation
Su, Y.-N., Kao, C.-C., Hsu, C.-C., Pan, L.-C., Cheng, S.-C., & Huang, Y.-M. (2017). How
does Mozart's music affect children's reading? The evidence from learning anxiety and
reading rates with e-books. Journal of Educational Technology & Society, 20(2), 101–112.
Abstract
Some music has been proved effectively to mitigate anxiety, beneficial to reading.
However, little was known on its influence of reading behaviors and outcomes. Thanks to
the advance of e-book technology, it becomes possible to track reading rate and outcomes
in a real-time manner by the underlying mobile devices. This study intends to examine the
effects of the Mozart piece K.448 (sonata for two pianos in D major) on the learning
anxiety, reading rates and reading comprehension of students for reading e-books. The
quasi-experimental design was applied, and 62 senior grade elementary school students
participated in this experiment. The results showed that when compared with a silent task
(reading without the music), this piece of Mozart’s music had positive effect in reducing
learning anxiety, and improving the students’ reading rates, reading comprehension and
direct process performance. However, we found that the music had a negative effect on the
students’ attention for their interpretation process. We inferred that this Mozart’s music
might take part of attention resource. This was supported by the increase of students’
extraneous load while listening to Mozart music, which led to the insufficient concentration
in the interpretation and the evaluation of content. Overall, the findings reveal that the use
of certain music, such as Mozart K.488, can be a potential tool to enhance reading
outcomes when using e-books. (PsycINFO Database Record (c) 2019 APA, all rights
reserved)
Full Record
Unique Identifier
2017-17491-009
Title
How does Mozart's music affect children's reading? The evidence from learning
anxiety and reading rates with e-books.
Publication Date
Apr 2017
Publication History
•
•
•
Accepted: Sep 27, 2016
Revised: Jun 29, 2016
First Submitted: Oct 2, 2015
Language
English
Author
Su, Yen-Ning; Kao, Chih-Chien; Hsu, Chia-Cheng; Pan, Lu-Chun; Cheng, ShuChen; Huang, Yueh-Min
Email
Su, Yen-Ning yenning@mail.tn.edu.tw
Kao, Chih-Chien tnjimgau@gmail.com
Hsu, Chia-Cheng chia.cheng.hsu.tw@gmail.com
Pan, Lu-Chun darkk6@gmail.com
Cheng, Shu-Chen kittyc@stust.edu.tw
Huang, Yueh-Min huang@mail.ncku.edu.tw
Correspondence Address
Huang, Yueh-Min: huang@mail.ncku.edu.tw
Affiliation
Su, Yen-Ning Department of Engineering Science, National Cheng Kung
University, Taiwan
Kao, Chih-Chien Department of Engineering Science, National Cheng Kung
University, Taiwan
Hsu, Chia-Cheng Department of Visual Communication Design, Tainan University
of Technology, Taiwan
Pan, Lu-Chun National Feng Hsin Senior High School, Taiwan
Cheng, Shu-Chen Southern Taiwan University of Science and Technology, Taiwan
Huang, Yueh-Min Department of Engineering Science, National Cheng Kung
University, Taiwan
Source
Journal of Educational Technology & Society, Vol 20(2), Apr 2017, 101-112.
NLM Title Abbreviation
J Educ Techno Soc
ISSN
1436-4522 (Electronic); 1176-3647 (Print)
Publisher
New Zealand: International Forum of Educational Technology & Society
Format Covered
Electronic
Publication Type
Journal; Peer Reviewed Journal
Document Type
Journal Article
Keywords
Mozart music; Learning anxiety; Reading rate; Reading comprehension; E-books
Index Terms
Anxiety; Learning; Music; Reading; Electronic Learning; Books; Reading
Comprehension; Electronic Books
PsycInfo Classification
3530 Curriculum & Programs & Teaching Methods
Population Group
Human; Male; Female
Age Group
Childhood (birth-12 yrs)
Location
Taiwan
Methodology
Empirical Study; Quantitative Study
Grant/Sponsorship
•
Sponsor: Ministry of Science and Technology, China
Recipient: No recipient indicated
Grant Number: MOST 103-2511-S-006-002-MY3; MOST 103-2511-S006-007-MY3
Release Date
20170911 (APA PsycInfo)
Correction Date
20190211 (APA PsycInfo)
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