PACIS 2022 Proceedings

Paper Number

1305

Abstract

The purpose of this study is to develop a positive programming learning environment to improve junior high school student learning outcomes. The Mozart effect serves as the theoretical background to explore the effects of listening to music on programming learning effectiveness in the junior high school students. Using a quasi-experimental design, 35 students were assigned to four conditions when learning programming; (1) personal music preferences, (2) classical canons, (3) a Turkish march, and (4) no music; with the programming learning effectiveness being measured from the final grades and student learning satisfaction. Overall, this study validated the Mozart effect in junior high school programming education, that is, appropriate music listening can result in better learning outcomes when young people are learning programming.

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