We tested 81 college students using a between-subject design with half of the sample listening to two pop songs while learning a visual text and the other half learning in silence. Moreover, as working memory capacity has a crucial influence on learning with seductive details, we also included the learner’s working memory capacity as a factor in our study. However, the seductive detail effect indicates that seductive details such as background music worsen learning. While the Mozart effect assumes a direct influence of background music on cognitive abilities, the arousal-mood-hypothesis assumes a mediation effect over arousal and mood. Both the Mozart effect as well as the arousal-mood-hypothesis indicate that background music can potentially benefit learning outcomes. This study investigates how background music influences learning with respect to three different theoretical approaches.
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