Enhancing Learners' Reading Comprehension With Preferred Background Music
An Eye‐Tracking, EEG , and Heart Rate Study
Bibliographic Data
| ID | 10721732 |
|---|---|
| Authors | Ying Que (0000-0002-0931-436X, Faculty of Education The University of Hong Kong Hong Kong China), Xiao Hu (0000-0002-8899-6273, Faculty of Education The University of Hong Kong Hong Kong China, corresponding author) |
| Year | 2025 |
| Volume | 60 |
| Issue | 2 |
| Publication date | 2025-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Reading Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0034-0553 • E-ISSN: 1936-2722 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/rrq.70004 |
| OpenAlex | W4409150302 |
| Language | EN |
| References cited | 73 |
It is often observed that many learners prefer reading texts with background music (BGM), which may enhance engagement and mood in reading. However, the impact of BGM on reading comprehension performance or process remains heterogeneous. This study examined how learners' self‐provided preferred BGM affected reading comprehension accuracy and cognitive processes as measured by self‐reports and multimodal psychophysiological signals (e.g., eye movements, EEG signals, heart rates) during reading, while also considering the role of personal traits and music characteristics. Data were collected from a within‐subject experiment with 52 nonnative English speakers, who read half of the English text passages with their self‐provided BGM and the other half in silence. The results indicated that overall BGM did not significantly affect reading task performance, self‐reports, or multimodal psychophysiological responses. Hierarchical linear modeling revealed that learners' personal traits (e.g., working memory capacity, multitasking ability, language proficiency, BGM listening habits, prior knowledge) moderated the effects of BGM on their cognitive processes during reading as indicated by the psychophysiological responses. Stepwise linear regression showed that the presence of lyrics predicted decreased reading comprehension accuracy and disrupted word‐level lexical processing, while a fast tempo was related to more efficient text processing. These findings offer empirical evidence on how BGM influences learners' reading task performance and cognitive processes and provide practical guidance for stakeholders (e.g., learners, instructors, learning environment designers) on the personalized and appropriate use of BGM for enhancing reading comprehension
Comprehension · Electroencephalography · Eye tracking · Heart rate · Linguistics · Reading (process) · Reading comprehension · Reading rate · Artificial Intelligence · Computer Science · Medicine · Neuroscience · Neuroscience and Music Perception · Neuroscience, Education and Cognitive Function · Psychology · Visual and Cognitive Learning Processes
Cognitive Load Theory
International Handbook of Emotions in Education
Toward a model of eye movement control in reading.
Working Memory
Heart Rate Variability
Eye Movements as Reflections of Comprehension Processes in Reading
Comparing Personal Trajectories and Drawing Causal Inferences from Longitudinal Data
Introducing LexTale
Principles Based on Social Cues in Multimedia Learning
Bayesian t tests for accepting and rejecting the null hypothesis
Derivation of New Readability Formulas (Automated Readability Index, Fog Count and Flesch Reading Ease Formula) for Navy Enlisted Personnel
A review of research and a meta-analysis of the seductive detail effect
EEG alpha and theta oscillations reflect cognitive and memory performance
G*Power 3
Thematic analysis
Eeglab
Interrater reliability
The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education
Text Complexity Modulates Cross-Linguistic Sentence Integration in L2 Reading
The effects of background music on learning
Remediating learning from non-immersive to immersive media
Patients choose music with high energy, danceability, and lyrics in analgesic music listening interventions
The impact of background music on learners
Text reading in English as a second language
Using eye movements to measure intrinsic, extraneous, and germane load in a multimedia learning environment
The promise and challenges of multimodal learning analytics
Are women better than men at multi-tasking
Bayesian Model Selection in Social Research
Reading Text When Studying in a Second Language
Eye movements in reading and information processing
| Highly cited | No |
|---|