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題名:應用腦波儀觀察學生聽音樂對學習成效影響—以高中生及大學生為例
作者:邱培杰
作者(外文):Pei-Chieh Chiu
校院名稱:國立東華大學
系所名稱:企業管理學系
指導教授:侯佳利
學位類別:博士
出版日期:2019
主題關鍵詞:閱讀理解記憶背誦邏輯解題專注程度腦波儀容量理論音樂Reading comprehensionMemory recitationLogical problem-sovlingConcentrationElectroencephalograph(EEG)Capacity theoryMusic
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現今的學生沉浸在越來越多的科技產品中,學生不僅可以在家中有電視機、CD播放器和有網路連線的電腦,還可以使用手機和可攜式MP3播放器或i-pod,無論是否在家,他們可以隨時聽音樂、可以觀看影片、上網、購物…等。因為許多年輕人在讀書、寫作業、解題等需集中注意力的同時,在背景中擁有各種類型的音樂或聲音是一種普遍的趨勢,因此研究是否聽音樂對學習者學習上的表現有何影響是一個重要的研究議題。
閱讀理解、記憶背誦及邏輯解題是青少年學子在學習過程必須的技巧,在注意力容量有限的前提下,本研究分別利用問卷探究年級因子干擾以瞭解目前青年學子聽音樂的習慣、感受及對其學習之影響,並採用實驗室實驗法(laboratory experiment)及利用腦波儀分析受測者的專注程度,以檢視有無聽音樂如何依不同時間區段、不同科目、不同音樂類型影響學生在作閱讀理解、記憶背誦及邏輯解題的專注程度。問卷部份共有135份問卷,實驗部份共有96位參與實驗,有效實驗樣本94份。
研究結果顯示,有聽音樂會對在閱讀理解階段、記憶背誦階段及邏輯解題階段的專注程度有顯著差異,閱讀理解階段聽音樂皆是正值的差異,時間及年級對專注程度的差異沒有調節作用,適合聽外語流行音樂以避免同語言的干擾;記憶背誦階段前2分半會是負值的差異,之後再會是正值的差異。時間及年級皆會對專注程度的差異有調節作用,適合聽中文流行歌曲,若是對容易分心的學生,是不建議播放音樂,專注程度更容易降低;邏輯解題階段前1分半會是負值的差異,之後再會是正值的差異。時間對專注程度的差異沒有調節作用,年級對專注程度的差異有調節作用,音樂類型為中文流行歌曲或外語流行歌曲皆可。
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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