Abstract
Different types of background music have varying effects on classroom teaching. In this study, a focus on the attention analysis of 72 elementary school students revealed that slow-paced classical music significantly enhances students' attention. The experiment demonstrated a clear positive correlation between choosing this type of music and improved learning outcomes. Furthermore, the research delved into the different reactions of students across various age groups to the same background music, providing a robust foundation for multimodal teaching. This discovery not only offers valuable insights into the field of education but also guides the design of personalized teaching and learning environments. It urges educators to pay closer attention to the potential impact of music on students' learning experiences, facilitating better adaptation to the learning needs of students across different age groups.
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