Given the critical role of science, technology, engineering, and mathematics (STEM) education in fostering a new generation of scientific thinkers and environmental leaders, educators continually seek engaging ways to teach STEM in formal and informal settings. One strategy that could appeal to a range of students is using music videos to convey scientific information. Because music is ingrained in youth culture, it is poised as an entry point and may provide personal connection for many students. This study examined music videos as a tool for engaging with and retaining scientific information.
The researchers conducted a three-part study with over 1,000 participants to examine the relationship between music videos and scientific learning. In Study A, the researchers chose 15 music videos that appeared to be appealing, were publicly accessible, and included scientific content. The study included 568 complete datasets (pre-and post-tests), representing 550 participants (some of whom watched more than one video), ranging from kindergarteners to adults. The researchers administered a multiple-choice test on scientific information before and after the video; they then asked study participants how much they enjoyed the video.
Study A was limited because it only compared participants' scientific knowledge before and after watching a music video; it did not isolate the role of music in participants' retention of scientific information or engagement with the video. Therefore, in Study B, the researchers asked 403 participants to watch various sequences of science-related music videos and non-music science-related videos and then take a test on scientific information. Study B targeted similar participants as Study A. Again, the researchers asked 21 participants how much they enjoyed the video; this time, they also asked participants whether they would watch similar videos to learn about other science topics.
Study C considered the longer-term impacts of information retention from watching the “Fossil Rock Anthem,” a music video parodying LMFAO's “Party Rock Anthem.” In this study, participants from two schools in Dunedin, New Zealand, watched one of two videos: one school watched the “Fossil Rock Anthem,” while the other watched a non-music video. Both of the videos included the same scientific facts. Participants took the same test on scientific information covered in the videos at three different times: before, immediately after, and 28 days after watching their assigned video. Participants also answered questions about how much they enjoyed the video and whether they wanted to further interact with and share the video.
Results from the three studies suggest that music videos can help teach science concepts and increase student engagement. In Study A, participants had higher knowledge test scores after watching 13 out of the 15 music videos, indicating that students can retain scientific information (in the short term) from watching just one short video. In Study B, although test scores were similar after both the music and non-music videos, participants greatly preferred watching the music videos. The findings from both studies indicate that the music in videos seems not to detract from information retention in students but, rather, it can enhance viewers' personal connection to and engagement with the subject matter.
In Study C, the knowledge test results from the immediate-post-viewing group were higher for the non-music video group than the music video group. However, long-term information retention was greater for those who watched the music video, while any gains made by the non-music video group were lost after 28 days. In addition, all participants reported enjoying the music videos more than learning from a textbook; also, when compared to participants who watched a non-music video, those who watched a music video were more likely to rate the video as “fun” and be willing to share and engage with the video in the future.
The Bottom Line
Music videos, which offer a creative and enjoyable way for students to connect with and learn science, can serve as an engaging alternative to textbooks, non-music videos, and other traditional teaching tools in environmental education. Although they might not necessarily be better than other methods for teaching and retaining scientific information in the short term, they may help with retention in the longer term, perhaps because of their engaging and affective/emotional nature.