Effects of Music Listening upon online CS Students
Resumo
One of the challenges Computer Science (CS) tutors confront is applying methods to sustain their students' enthusiasm for learning topics perceived as complex, especially in online courses. The use of music has revealed several contributions in the educational context but is underutilized in the CS background. Hence, we conducted an exploratory case study on seven online groups of four different CS subjects to capture (using a survey) students' perspectives (N=97, 25% women, Age average=23) on their experience listening to music before and after each lecture and demonstration. Our quantitative and qualitative analyses strongly indicated that music listening positively affected students' mood, energy, calmness, and attitude toward CS topics.
Palavras-chave:
Computer Science, Music, Emotions
Referências
Allison, J., Holmes, D., Berkowitz, Z., Pfalz, A., Conlin, W., Hwang, N., and Taylor, B. (2016). Programming music camp: Using web audio to teach creative coding.
An, S. A., Tillman, D. A., Boren, R., and Wang, J. (2014). Fostering elementary students’ mathematics disposition through music-mathematics integrated lessons. International Journal for Mathematics Teaching & Learning.
Barton, L., Candan, G., Fritz, T., Zimmermann, T., and Murphy, G. C. (2019). The sound of software development: Music listening among software engineers. IEEE Software, 37(2):78–85.
Borovina Josko, J. M. (2021a). An experience in mixing cognitive and affective teaching approaches in a cs1 course. In Anais do XXIX Workshop sobre Educação em Computação, pages 11–20, Porto Alegre, RS, Brasil. SBC.
Borovina Josko, J. M. (2021b). Mixing cognitive and affective approaches in teaching introductory programming. In Proceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education V. 2, pages 641–641, New York, NY, USA. Association for Computing Machinery.
Brown, A. R. et al. (2020). Scratch music projects. Oxford University Press.
Costa, R., Araújo, C., and Henriques, P. R. (2021). Melodic-teaching computational thinking to visually impaired kids. In Second International Computer Programming Education Conference (ICPEC 2021), volume 91, pages 4:1–4:14.
Guzdial, M. J. and Ericson, B. (2015). Introduction to computing and programming in python. Prentice Hall, Boston.
Hamer, J. (2004). An approach to teaching design patterns using musical composition. In Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education, pages 156–160.
Heines, J. M., Greher, G. R., and Kuhn, S. (2009). Music performamatics: Interdisciplinary interaction. In Proceedings of the 40th ACM technical symposium on Computer science education, pages 478–482.
Hodges, D. (2000). Why are we musical? support for an evolutionary theory of human musicality. In Proceedings of the 6th International Conference on Music Perception and Cognition. Keele University, Keele, England.
Horn, M., Banerjee, A., West, M., Pinkard, N., Pratt, A., Freeman, J., Magerko, B., and McKlin, T. (2020). Tunepad: Engaging learners at the intersection of music and code.
Landis, J. R. and Koch, G. G. (1977). An application of hierarchical kappa-type statistics in the assessment of majority agreement among multiple observers. Biometrics, pages 363–374.
Lapidot, T. and Hazzan, O. (2005). Song debugging: merging content and pedagogy in computer science education. ACM SIGCSE Bulletin, 37(4):79–83.
Lavy, I. (2021). Learning programming fundamentals via music. International Journal of Information and Communication Technology Education (IJICTE), 17(2):68–86.
Lim, H. A. and Bang, E.-J. (2018). The effects of music listening on affect, self-efficacy, mental exertion, and task performance of online learners. Journal of the Scholarship of Teaching and Learning for Christians in Higher Education, 8(1):5.
Magerko, B., Freeman, J., Mcklin, T., Reilly, M., Livingston, E., Mccoid, S., and CrewsBrown, A. (2016). Earsketch: A steam-based approach for underrepresented populations in high school computer science education. ACM Transactions on Computing Education (TOCE), 16(4):1–25.
Pekrun, R. and Linnenbrink-Garcia, L. (2014). International handbook of emotions in education, volume 16. Routledge New York, NY.
Ryan, T. P. (2013). Sample size determination and power. John Wiley & Sons.
Sawyer, B., Forsyth, J., O’Connor, T., Bortz, B., Finn, T., Baum, L., Bukvic, I. I., Knapp, B., and Webster, D. (2013). Form, function and performances in a musical instrument makers camp. In Proceeding of the 44th ACM technical symposium on Computer science education, pages 669–674.
Schön, D., Boyer, M., Moreno, S., Besson, M., Peretz, I., and Kolinsky, R. (2008). Songs as an aid for language acquisition. Cognition, 106(2):975–983.
Shih, Y.-N., Chien, W.-H., and Chiang, H.-s. (2016). Elucidating the relationship between work attention performance and emotions arising from listening to music. Work, 55(2):489–494.
Silla, C. N., Przybysz, A. L., and Leal, W. V. (2016). Music education meets computer science and engineering education. In 2016 IEEE Frontiers in Education Conference (FIE), pages 1–7. IEEE.
Silva, V., Moura, H., Paula, S., and Jesus, A. (2019). Algoritmo: Uma proposta desplugada com a musica para auxiliar no desenvolvimento do pensamento computacional. In Anais do XXV Workshop de Informática na Escola, pages 404–413. SBC.
An, S. A., Tillman, D. A., Boren, R., and Wang, J. (2014). Fostering elementary students’ mathematics disposition through music-mathematics integrated lessons. International Journal for Mathematics Teaching & Learning.
Barton, L., Candan, G., Fritz, T., Zimmermann, T., and Murphy, G. C. (2019). The sound of software development: Music listening among software engineers. IEEE Software, 37(2):78–85.
Borovina Josko, J. M. (2021a). An experience in mixing cognitive and affective teaching approaches in a cs1 course. In Anais do XXIX Workshop sobre Educação em Computação, pages 11–20, Porto Alegre, RS, Brasil. SBC.
Borovina Josko, J. M. (2021b). Mixing cognitive and affective approaches in teaching introductory programming. In Proceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education V. 2, pages 641–641, New York, NY, USA. Association for Computing Machinery.
Brown, A. R. et al. (2020). Scratch music projects. Oxford University Press.
Costa, R., Araújo, C., and Henriques, P. R. (2021). Melodic-teaching computational thinking to visually impaired kids. In Second International Computer Programming Education Conference (ICPEC 2021), volume 91, pages 4:1–4:14.
Guzdial, M. J. and Ericson, B. (2015). Introduction to computing and programming in python. Prentice Hall, Boston.
Hamer, J. (2004). An approach to teaching design patterns using musical composition. In Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education, pages 156–160.
Heines, J. M., Greher, G. R., and Kuhn, S. (2009). Music performamatics: Interdisciplinary interaction. In Proceedings of the 40th ACM technical symposium on Computer science education, pages 478–482.
Hodges, D. (2000). Why are we musical? support for an evolutionary theory of human musicality. In Proceedings of the 6th International Conference on Music Perception and Cognition. Keele University, Keele, England.
Horn, M., Banerjee, A., West, M., Pinkard, N., Pratt, A., Freeman, J., Magerko, B., and McKlin, T. (2020). Tunepad: Engaging learners at the intersection of music and code.
Landis, J. R. and Koch, G. G. (1977). An application of hierarchical kappa-type statistics in the assessment of majority agreement among multiple observers. Biometrics, pages 363–374.
Lapidot, T. and Hazzan, O. (2005). Song debugging: merging content and pedagogy in computer science education. ACM SIGCSE Bulletin, 37(4):79–83.
Lavy, I. (2021). Learning programming fundamentals via music. International Journal of Information and Communication Technology Education (IJICTE), 17(2):68–86.
Lim, H. A. and Bang, E.-J. (2018). The effects of music listening on affect, self-efficacy, mental exertion, and task performance of online learners. Journal of the Scholarship of Teaching and Learning for Christians in Higher Education, 8(1):5.
Magerko, B., Freeman, J., Mcklin, T., Reilly, M., Livingston, E., Mccoid, S., and CrewsBrown, A. (2016). Earsketch: A steam-based approach for underrepresented populations in high school computer science education. ACM Transactions on Computing Education (TOCE), 16(4):1–25.
Pekrun, R. and Linnenbrink-Garcia, L. (2014). International handbook of emotions in education, volume 16. Routledge New York, NY.
Ryan, T. P. (2013). Sample size determination and power. John Wiley & Sons.
Sawyer, B., Forsyth, J., O’Connor, T., Bortz, B., Finn, T., Baum, L., Bukvic, I. I., Knapp, B., and Webster, D. (2013). Form, function and performances in a musical instrument makers camp. In Proceeding of the 44th ACM technical symposium on Computer science education, pages 669–674.
Schön, D., Boyer, M., Moreno, S., Besson, M., Peretz, I., and Kolinsky, R. (2008). Songs as an aid for language acquisition. Cognition, 106(2):975–983.
Shih, Y.-N., Chien, W.-H., and Chiang, H.-s. (2016). Elucidating the relationship between work attention performance and emotions arising from listening to music. Work, 55(2):489–494.
Silla, C. N., Przybysz, A. L., and Leal, W. V. (2016). Music education meets computer science and engineering education. In 2016 IEEE Frontiers in Education Conference (FIE), pages 1–7. IEEE.
Silva, V., Moura, H., Paula, S., and Jesus, A. (2019). Algoritmo: Uma proposta desplugada com a musica para auxiliar no desenvolvimento do pensamento computacional. In Anais do XXV Workshop de Informática na Escola, pages 404–413. SBC.
Publicado
16/11/2022
Como Citar
BOROVINA JOSKO, João Marcelo; ZAMPIROLLI, Francisco de Assis.
Effects of Music Listening upon online CS Students. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 33. , 2022, Manaus.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2022
.
p. 95-104.
DOI: https://doi.org/10.5753/sbie.2022.224795.
