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Abstract
Although it is well known that music can affect cognitive processes, little research has been conducted examining the influence of background music on students in information literacy classrooms. In 2010, librarians at Western Michigan University investigated the effect of background music on student engagement and retention of information literacy concepts. This article examines the theory and practical applications of background music to improve a classroom atmosphere and its impact on students' learning. Results from this qualitative and quantitative study indicate positive correlations between background music and student comfort, confidence, and retention.
Acknowledgments
We are very grateful for the support of Dr. Magdalena Niewiadomska-Bugaj and Benedict Dormitorio of the Western Michigan University Statistical Consulting Center for their assistance with statistical analysis. We would also like to thank Jennifer Walters, graduate assistant at Western Michigan University Libraries, for her assistance with data analysis and manuscript preparation.
Notes
*Note: Some responses were removed from this calculation due to students selecting conflicting answers, resulting in percentages not adding up to 100%.
The responses are immediate: the subject is activated, his autonomic nervous system adapts to new cues, the breath speeds up, the pulse accelerates. [authors' translation].