Vol.:(0123456789) Education Tech Research Dev https://doi.org/10.1007/s11423-020-09783-4 1 3 RESEARCH ARTICLE The efects of background music on learning: a systematic review of literature to guide future research and practice Efren de la Mora Velasco 1  · Atsusi Hirumi 2 © Association for Educational Communications and Technology 2020 Abstract This review builds on prior reviews by synthesizing thirty studies that examined the efects of background music (BM) on learning from 2008 to 2018. Each study was coded based on key methodological features, BM’s characteristics, and reported BM efects on learning (i.e., negative, neutral or positive). Frequencies and percentages were used to describe BM efects on learning across studies, methods used, and BM’s characteristics manipulated in the selected studies. Results showed (a) inconclusive fndings as noted in prior reviews, (b) the need for more rigorous research methods, (c) that not all BM interventions are the same, and (d) a dearth of studies exploring BM impacts in multimedia learning environ- ments. Implications are discussed for primary researchers, synthesis researchers, faculty and instructional designers. Keywords Background music · Music · Learning · Review of literature · Research synthesis · Multimedia learning · Cognitive performance · Cognition · Students · Learners Introduction As a primary stimulus source, music is used to provide entertainment, aesthetic or spiritual experiences. As a secondary stimulus source, music is used in the background. In flms, music’s structural elements (i.e., tempo, rhythm, volume, harmony and melody) are used to elicit moods and help people connect to the information that is being presented (Jas- pers 1991). Social media platforms, such as YouTube, allow users to add background music (BM) to their videos, making them more attractive (Kuo et al. 2013). In videogames, BM fosters fun and game play (Linek et al. 2011), and augments action (Zhang and Gao 2014). Other purposes of BM are improving concentration and evoking emotions. For instance, instrumental BM may positively afect attention in the workplace (Shih et al. 2012). Sim- ilarly, college students use music while studying to increase concentration on academic * Efren de la Mora Velasco efren@ucf.edu 1 Rosen College of Hospitality Management, University of Central Florida, 9907 Universal Blvd, Orlando 32819, Florida, USA 2 College of Community Innovation and Education, University of Central Florida, 12494 University Blvd, Orlando, Florida 32816, USA