Medical education videos as a tool for rehearsal: efficiency and the cases of background music and difficulty.

Further, the main effect of background music approached significance with numerically lower test performance with than without background music, F (1, 161) = 3.51, p = .063, η G 2 = 0.02, but there was no interaction between both variables, F (1, 161) = 1.56, p = .213, η G 2 < 0.01.

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Although the effect of background music on the predicted test score only tended toward significance, the numerical direction of this effect contrasts with the direction one would expect from considerations about fluency.

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