VirSchool

The effect of background music and immersive display systems on memory for facts learned in an educational virtual environment

Eric Fassbender, Deborah Christina Richards, Ayse Bilgin, William Thompson, Wolfgang Heiden

    Research output: Contribution to journalArticleResearchpeer-review

    Abstract

    Game technology has been widely used for educational applications, however, despite the common use of background music in games, its effect on learning has been largely unexplored. This paper discusses how music played in the background of a computer-animated history lesson affected participants' memory for facts. A virtual history lesson was presented to participants with different background stimuli (music or no-music) to test the effect of music on memory. To test the role of immersion on memory and its possible relationship to the music, two different display systems (3-monitor display system or immersive Reality Center) were used in the study. Overall, participants remembered a significantly higher number of facts using the 3-monitor display system, particularly if no background music was played in the second half of the history lesson. Conversely, for participants using the Reality Center, significantly higher recall of facts was found when participants listened to music in the second half of the history lesson. Cognitive load/overload and (un-)familiarity with the technology are offered as explanations. � 2011 Published by Elsevier Ltd. All rights reserved.
    Original languageEnglish
    Pages (from-to)490-500
    Number of pages11
    JournalComputers and Education
    Volume58
    Issue number1
    DOIs
    Publication statusPublished - 2011

    Fingerprint

    Computer music
    Virtual reality
    Computer systems
    music
    Display devices
    Data storage equipment
    history
    stimulus

    Cite this

    Fassbender, Eric ; Richards, Deborah Christina ; Bilgin, Ayse ; Thompson, William ; Heiden, Wolfgang. / VirSchool : The effect of background music and immersive display systems on memory for facts learned in an educational virtual environment. In: Computers and Education. 2011 ; Vol. 58, No. 1. pp. 490-500.
    @article{6e333611e24443dca04177e41917e946,
    title = "VirSchool: The effect of background music and immersive display systems on memory for facts learned in an educational virtual environment",
    abstract = "Game technology has been widely used for educational applications, however, despite the common use of background music in games, its effect on learning has been largely unexplored. This paper discusses how music played in the background of a computer-animated history lesson affected participants' memory for facts. A virtual history lesson was presented to participants with different background stimuli (music or no-music) to test the effect of music on memory. To test the role of immersion on memory and its possible relationship to the music, two different display systems (3-monitor display system or immersive Reality Center) were used in the study. Overall, participants remembered a significantly higher number of facts using the 3-monitor display system, particularly if no background music was played in the second half of the history lesson. Conversely, for participants using the Reality Center, significantly higher recall of facts was found when participants listened to music in the second half of the history lesson. Cognitive load/overload and (un-)familiarity with the technology are offered as explanations. � 2011 Published by Elsevier Ltd. All rights reserved.",
    keywords = "Background musics, Cognition, Cognitive loads, Display system, Educational Applications, Educational virtual environments, Game technologies, History lesson, Immersive, Immersive display, Media in education, Memory, Monitoring, Virtual reality, Display devices",
    author = "Eric Fassbender and Richards, {Deborah Christina} and Ayse Bilgin and William Thompson and Wolfgang Heiden",
    year = "2011",
    doi = "10.1016/j.compedu.2011.09.002",
    language = "English",
    volume = "58",
    pages = "490--500",
    journal = "Computers and Education",
    issn = "0360-1315",
    publisher = "Elsevier",
    number = "1",

    }

    VirSchool : The effect of background music and immersive display systems on memory for facts learned in an educational virtual environment. / Fassbender, Eric; Richards, Deborah Christina; Bilgin, Ayse; Thompson, William; Heiden, Wolfgang.

    In: Computers and Education, Vol. 58, No. 1, 2011, p. 490-500.

    Research output: Contribution to journalArticleResearchpeer-review

    TY - JOUR

    T1 - VirSchool

    T2 - The effect of background music and immersive display systems on memory for facts learned in an educational virtual environment

    AU - Fassbender, Eric

    AU - Richards, Deborah Christina

    AU - Bilgin, Ayse

    AU - Thompson, William

    AU - Heiden, Wolfgang

    PY - 2011

    Y1 - 2011

    N2 - Game technology has been widely used for educational applications, however, despite the common use of background music in games, its effect on learning has been largely unexplored. This paper discusses how music played in the background of a computer-animated history lesson affected participants' memory for facts. A virtual history lesson was presented to participants with different background stimuli (music or no-music) to test the effect of music on memory. To test the role of immersion on memory and its possible relationship to the music, two different display systems (3-monitor display system or immersive Reality Center) were used in the study. Overall, participants remembered a significantly higher number of facts using the 3-monitor display system, particularly if no background music was played in the second half of the history lesson. Conversely, for participants using the Reality Center, significantly higher recall of facts was found when participants listened to music in the second half of the history lesson. Cognitive load/overload and (un-)familiarity with the technology are offered as explanations. � 2011 Published by Elsevier Ltd. All rights reserved.

    AB - Game technology has been widely used for educational applications, however, despite the common use of background music in games, its effect on learning has been largely unexplored. This paper discusses how music played in the background of a computer-animated history lesson affected participants' memory for facts. A virtual history lesson was presented to participants with different background stimuli (music or no-music) to test the effect of music on memory. To test the role of immersion on memory and its possible relationship to the music, two different display systems (3-monitor display system or immersive Reality Center) were used in the study. Overall, participants remembered a significantly higher number of facts using the 3-monitor display system, particularly if no background music was played in the second half of the history lesson. Conversely, for participants using the Reality Center, significantly higher recall of facts was found when participants listened to music in the second half of the history lesson. Cognitive load/overload and (un-)familiarity with the technology are offered as explanations. � 2011 Published by Elsevier Ltd. All rights reserved.

    KW - Background musics

    KW - Cognition

    KW - Cognitive loads

    KW - Display system

    KW - Educational Applications

    KW - Educational virtual environments

    KW - Game technologies

    KW - History lesson

    KW - Immersive

    KW - Immersive display

    KW - Media in education

    KW - Memory

    KW - Monitoring

    KW - Virtual reality

    KW - Display devices

    U2 - 10.1016/j.compedu.2011.09.002

    DO - 10.1016/j.compedu.2011.09.002

    M3 - Article

    VL - 58

    SP - 490

    EP - 500

    JO - Computers and Education

    JF - Computers and Education

    SN - 0360-1315

    IS - 1

    ER -