241. Improvement of attention deficit in college students through concentration training in piano performance
Background In a highly fragmented learning environment, the problem of attention deficit among college students is becoming increasingly prominent, manifested as shortened sustained focus time, decreased learning efficiency, and weakened emotional regulation ability. Previous studies have shown that music training, especially instrumental performance, has a positive impact on individuals' cognitive control and executive function. However, most studies have focused on children or professional music learners, and research on the general college student population is still relatively insufficient. The process of piano performance requires a high degree of audio-visual integration, hand coordination, and sustained focus, which is considered a potential form of attention training. Based on this, this study aims to explore the improvement effect of concentration training centered on piano performance on college students with attention deficit tendencies, in order to provide a new research perspective for the integration of mental health and art education in universities. Methods The study adopted a quasi experimental design, selecting college students with attention deficit tendencies as research subjects and randomly dividing them into an experimental group and a control group. The experimental group received an 8-week piano concentration training, twice a week for 60 minutes each time. The training content included rhythm following, break up to close in practice, and slow and precise playing, emphasizing continuous attention and self-monitoring of errors. The control group did not receive music training and only maintained daily learning activities. The study measured using the Adult Attention Deficit Self Rating Scale and Continuous Attention Task before and after intervention. The paired sample t-test and covariance analysis were used for data analysis, with a significance level set at p<.05. Results The results showed that the total score of attention deficit in the experimental group significantly decreased after intervention, from 38.64 ± 5.12 to 29.37 ± 4.86, while the control group showed no significant change. In the sustained attention task, the correct response rate of the experimental group increased from 82.15% ± 6.34% to 90.48% ± 5.21%. Statistical analysis shows that piano concentration training has a significant effect on improving the attention level of college students (p<.05). Discussion The research results indicate that systematic piano performance concentration training can effectively improve the attention deficit performance of college students, enhance their sustained attention and task execution ability. Piano performance provides a good practical carrier for attention training through multi sensory collaboration, time control, and real-time feedback mechanisms. Compared to a single cognitive training method, music performance is more situational and participatory, which helps to improve training compliance and long-term effectiveness. From a practical perspective, the research results provide empirical evidence for universities to introduce music intervention in mental health education and general art education. Future research can further expand the sample size, compare the differences in the effects of different instruments or training intensities, and combine objective indicators such as electroencephalography or functional imaging to explore in depth the neural mechanisms by which piano performance improves attention, thereby promoting the application and development of art training in psychological and cognitive interventions for college students.
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