Abstract
This conceptual paper examines the potential of lo-fi music as a tool for enhancing academic focus and well-being among students. Drawing from cognitive and psychological perspectives, as well as historical and educational frameworks, this study explores the implications of integrating lo-fi music into learning environments. Research suggests that background music can influence cognitive performance, memory retention, and emotional regulation (de Witte et al., 2019; Fancourt et al., 2016), making it a compelling subject for investigation. Additionally, advancements in Artificial Intelligence (AI), Generative Artificial Intelligence (GAI), and automation have introduced new possibilities for personalizing and optimizing background music in educational settings. AI-driven technologies can assist with analyzing student engagement patterns, adjusting auditory environments in real time, and curating adaptive playlists tailored to individual cognitive needs (Mehta et al., 2012; Xiao et al., 2023). This paper concludes with a call for further research on the integration of AI-enhanced lo-fi music interventions in educational contexts, emphasizing the need for empirical studies at the intersection of AI, GAI, music, and student learning outcomes.
Recommended Citation
Karapetian, Oksana; Elias, Simone; and Wilson-Jones, Linda
(2026)
"Theorizing the Potential of Lo-fi Music and AI-Driven Innovations to Foster Academic Focus and Well-Being,"
Journal of Research Initiatives: Vol. 9:
Iss.
2, Article 15.
Available at:
https://digitalcommons.uncfsu.edu/jri/vol9/iss2/15
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