Examining the Impact of White Noise on Stress and Cognitive Performance in University Students

Although white noise is commonly perceived as relaxing, there is limited research exploring how it modulates stress and cognition within the Yerkes-Dodson framework. As such, this study aimed to determine the impact of white noise on the stress levels and cognitive performance of university students. Twelve undergraduate students, who had previously been identified as having heightened stress and reduced cognitive performance in response to a visible timer stressor in a previous study, were re-recruited. Participants were matched and randomly assigned to either a white noise intervention group or an ambient control group before taking a modified McQuaig Mental Agility Test (MMAT) to measure cognitive performance. To measure stress, cardiovascular parameters and SUDS scores were collected at baseline and post-test. Our analysis revealed no significant differences in the change in both systolic (SBP) and diastolic blood pressures (DBP) between both intervention groups following the cognitive test (Systolic p = 0.136; Diastolic p = 0.875). However, there were significant differences in the change in both heart rate (HR) and SUDS score between the two groups, with the intervention group experiencing smaller increases in both measurements post-test (HR p = 0.040; SUDS p = 0.010). Scores on the MMAT did not significantly differ between the groups (p = 0.141). These findings indicate that white noise was effective in decreasing stress during a test, identified through HR and SUDS scores. However, this did not translate to improvements in cognitive function, measured through MMAT scores. As such, integrating ambient white noise in educational testing environments and offering white noise options for individuals requiring academic accommodations may prove effective in minimizing stress and anxiety among university students.