Exploring the Effects of Background Music on Real-Time Emotional Expressions, Performance, and Confusion Mediation in Middle School Students

This study investigates the impact of background music on middle school students' emotional expressions and performance during reading comprehension tasks. Utilizing advanced facial emotion detection tools, the research finds significant differences in expressions of anger, frustration, and contempt when music is played, suggesting that these emotions may enhance performance. The findings align with the Arousal-Mood hypothesis and provide new perspectives on the role of music in cognitive activation and learning. The use of real-time emotion tracking offers valuable insights into the emotional dynamics of learning, highlighting the potential benefits of music in educational settings. The study also underscores the need for further research into the personalized effects of music on different learners and the contextual factors that influence emotional responses during learning tasks.