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- Publisher Website: 10.1145/3383583.3398543
- Scopus: eid_2-s2.0-85095125097
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Conference Paper: Exploring the Effect of Personalized Background Music on Reading Comprehension
Title | Exploring the Effect of Personalized Background Music on Reading Comprehension |
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Authors | |
Keywords | Academic reading Background music Emotion regulation Learning performance Music characteristics Music digital library Personalized services User characteristics |
Issue Date | 2020 |
Publisher | Association for Computing Machinery (ACM). The Proceedings' web site is located at https://dl.acm.org/conference/jcdl |
Citation | Proceedings of the ACM/IEEE Joint Conference on Digital Libraries in 2020 (JCDL '20), Virtual Conference, Wuhan, Hubei, China, 1-5 August 2020, p. 57-66 How to Cite? |
Abstract | It is a common phenomenon that many students study with background music, but the influence of background music on learning is still an open question, with inconclusive findings in the literature. Inspired by the research gap, we conducted a controlled user experiment on reading with 100 students from a comprehensive university. The participants were tasked to read nine academic passages. In the meantime, those who were randomly allocated to the experiment group listened to their self-provided music in the background during the reading task, while those in the control group did not have background music during reading. During the experiment, participants' reading logs, self-reported meta-cognition and emotion status were recorded. This paper reports the results of comparing measures on reading performance, meta-cognition and emotion changes between the two groups. In addition, the relationships between participants' personal traits and their preferred background music types were investigated. Findings indicated that learning with background music of one's own choice could be beneficial for maintaining positive emotion, with no cost on reading performance. Through providing empirical evidence on the effect of background music on reading, this study contributes to furthering our understanding on human behaviors in multi-channel learning settings and rendering design implications for personalized recommendations in online music services and music digital libraries for facilitating reading and self-learning. |
Description | AP-L-2: User in Search |
Persistent Identifier | http://hdl.handle.net/10722/288290 |
ISBN |
DC Field | Value | Language |
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dc.contributor.author | Que, Y | - |
dc.contributor.author | Zheng, Y | - |
dc.contributor.author | Hsiao, JHW | - |
dc.contributor.author | Hu, X | - |
dc.date.accessioned | 2020-10-05T12:10:42Z | - |
dc.date.available | 2020-10-05T12:10:42Z | - |
dc.date.issued | 2020 | - |
dc.identifier.citation | Proceedings of the ACM/IEEE Joint Conference on Digital Libraries in 2020 (JCDL '20), Virtual Conference, Wuhan, Hubei, China, 1-5 August 2020, p. 57-66 | - |
dc.identifier.isbn | 9781450375856 | - |
dc.identifier.uri | http://hdl.handle.net/10722/288290 | - |
dc.description | AP-L-2: User in Search | - |
dc.description.abstract | It is a common phenomenon that many students study with background music, but the influence of background music on learning is still an open question, with inconclusive findings in the literature. Inspired by the research gap, we conducted a controlled user experiment on reading with 100 students from a comprehensive university. The participants were tasked to read nine academic passages. In the meantime, those who were randomly allocated to the experiment group listened to their self-provided music in the background during the reading task, while those in the control group did not have background music during reading. During the experiment, participants' reading logs, self-reported meta-cognition and emotion status were recorded. This paper reports the results of comparing measures on reading performance, meta-cognition and emotion changes between the two groups. In addition, the relationships between participants' personal traits and their preferred background music types were investigated. Findings indicated that learning with background music of one's own choice could be beneficial for maintaining positive emotion, with no cost on reading performance. Through providing empirical evidence on the effect of background music on reading, this study contributes to furthering our understanding on human behaviors in multi-channel learning settings and rendering design implications for personalized recommendations in online music services and music digital libraries for facilitating reading and self-learning. | - |
dc.language | eng | - |
dc.publisher | Association for Computing Machinery (ACM). The Proceedings' web site is located at https://dl.acm.org/conference/jcdl | - |
dc.relation.ispartof | Proceedings of the ACM/IEEE Joint Conference on Digital Libraries in 2020 | - |
dc.subject | Academic reading | - |
dc.subject | Background music | - |
dc.subject | Emotion regulation | - |
dc.subject | Learning performance | - |
dc.subject | Music characteristics | - |
dc.subject | Music digital library | - |
dc.subject | Personalized services | - |
dc.subject | User characteristics | - |
dc.title | Exploring the Effect of Personalized Background Music on Reading Comprehension | - |
dc.type | Conference_Paper | - |
dc.identifier.email | Hsiao, JHW: jhsiao@hku.hk | - |
dc.identifier.email | Hu, X: xiaoxhu@hku.hk | - |
dc.identifier.authority | Hsiao, JHW=rp00632 | - |
dc.identifier.authority | Hu, X=rp01711 | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1145/3383583.3398543 | - |
dc.identifier.scopus | eid_2-s2.0-85095125097 | - |
dc.identifier.hkuros | 315741 | - |
dc.identifier.spage | 57 | - |
dc.identifier.epage | 66 | - |
dc.publisher.place | New York, NY | - |