The effect of background audio and audiovisual stimuli on students' autonomic responses during and after an experimental academic examination

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dc.authorscopusid57206467882
dc.authorscopusid23471052300
dc.authorscopusid24553708700
dc.contributor.authorBalıkcı, İlker
dc.contributor.authorTok, Serdar
dc.contributor.authorBinboğa, Erdal
dc.date.accessioned2024-08-25T18:51:00Z
dc.date.available2024-08-25T18:51:00Z
dc.date.issued2023
dc.departmentEge Üniversitesien_US
dc.description.abstractBackgroundDue to the Covid-19 pandemic lockdown during the online-distant education period, certain students tended to combine their courses and homework with TV or social media news or other media content, such as classical music, including a wealth of audio and audiovisual stimuli. As the audio and audiovisual stimuli existing in a learning environment may affect students' autonomic nervous system (ANS) responses negatively, the present study aimed to monitor the impact of background TV, classical music, and silence on students' ANS activity represented by heart rate (HR), heart rate variability (HRV), blood volume amplitude (BVA), and skin conductance level (SCL) during and after an experimental academic examination. MethodSeventy-six students were randomly allocated to background TV, classical music, or silence groups. The experiment with repeated measures design consisted of four consecutive periods: baseline, anticipation, challenge, and recovery, lasting 4 min each. ResultsWithin-subject analyses indicated significant HRV decrement only in the background TV group. Regardless of the experimental groups, HR and SCL increased while BVA decreased during the task. In addition, the between-subject analysis showed that the background TV group experienced significantly larger changes in HR and HRV parameters compared to the other experimental groups relative to their respective baseline measurements. ConclusionsBased on these results, we concluded that relative to classical music and silence, background TV, including audiovisual and verbal stimuli, extant in a learning environment might raise students' sympathetic activity. Further, classical music, without lyrics, may suppress the withdrawal of vagal activity and elevate the autonomic regulation capacity during the academic reading comprehension task. HRV is a more valid and reliable indicator of students' autonomic responses during a challenging academic task.en_US
dc.identifier.doi10.1002/brb3.3153
dc.identifier.issn2162-3279
dc.identifier.pmid37522750en_US
dc.identifier.scopus2-s2.0-85166579695en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.urihttps://doi.org/10.1002/brb3.3153
dc.identifier.urihttps://hdl.handle.net/11454/102413
dc.identifier.wosWOS:001039792200001en_US
dc.identifier.wosqualityQ2en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakPubMeden_US
dc.language.isoenen_US
dc.publisherWileyen_US
dc.relation.ispartofBrain and Behavioren_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.snmz20240825_Gen_US
dc.subjectacademic examinationsen_US
dc.subjectbackground televisionen_US
dc.subjectclassical musicen_US
dc.subjectheart rate variabilityen_US
dc.subjectHeart-Rate-Variabilityen_US
dc.subjectSelective Attentionen_US
dc.subjectLearning-Environmenten_US
dc.subjectMusicen_US
dc.subjectStressen_US
dc.subjectImpacten_US
dc.subjectNoiseen_US
dc.subjectConnectivityen_US
dc.subjectTelevisionen_US
dc.subjectModulationen_US
dc.titleThe effect of background audio and audiovisual stimuli on students' autonomic responses during and after an experimental academic examinationen_US
dc.typeArticleen_US

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