Search Results (8)

The relationship between self-rated personality and nonverbal intelligence has been studied in young students, but these studies have generally not considered nested data, despite their allowing us to analyse between-classroom variability. The present cross-sectional study involved third- to sixth-grade students (n = 447) who were nested into their classrooms (n = 32). The participants completed the Raven’s Coloured Progressive Matrices (CPM) as a measure of nonverbal intelligence and a personality questionnaire based on the Five Factor Model. At the class level, the study data included class size, class-average CPM scores, and class-homogeneity in CPM performances. Multilevel modelling with class-mean centring of personality predictors was applied to examine class-average differences in CPM scores and interaction effects between personality and class-homogeneity on CPM scores. The results showed significant differences in average CPM performances across classrooms, significant fixed and random slope effects linking nonverbal intelligence and Imagination, and a cross-level effect revealing that Imagination is a stronger predictor of CPM scores when class-homogeneity in intelligence is lower. Beyond confirming the intelligence–Imagination association generally observed in the literature, the present findings emphasise the importance of using nested structures when collecting personality and intelligence data in classrooms. More attention needs to be paid to how the classroom environment affects children’s self-reported personality and intelligence test performances. Full article

Numerous studies have explored the role of colour in classroom environments and its effects on learning, cognition and motivation. However, research on coloured lighting remains limited, with most studies focusing only on correlated colour temperature (CCT). Addressing this gap, our study examines various chromatic lighting conditions that enhance learning outcomes while allowing for dynamic applications in educational settings. Conducted over three academic years in six primary classrooms, this quasi-experimental study employed a pretest and a control group to assess the effects of three chromatic lighting scenarios (orange, green and purple) on cognitive processes, emotional responses and basic instrumental learning. Descriptive, variance and comparative analyses revealed conclusive evidence of coloured lighting’s impact, though effects varied across different variables. The study highlights the potential of dynamic lighting approaches to support learning and suggests that AI-assisted lighting adjustments could aid teachers. The findings support the broader implementation of coloured lighting in primary classrooms, advocating for cost-effective, sustainable and adaptive solutions beyond conventional lighting. Such advancements are expected to enhance students’ learning, cognition and motivation while providing greater flexibility in educational environments. Full article

Although there is a large amount of scientific literature on the impact of colour on learning, there is considerably less research on the impact of coloured lighting on learning. Numerous studies have explored this traditional approach, but their results are inconsistent and lack systematic rigour. However, the logical technological evolution towards coloured lighting remains a nascent field, with most research focusing on colour temperature (CCT) rather than coloured lighting per se. Studies such as this one highlight the benefits of coloured LED lighting on students’ cognitive processes, as it is a technology which can overcome the limitations of traditional colour applications by introducing the concept of “dynamic colour” as a key component of smart classrooms that can be integrated into artificial intelligence (AI)-based decision making. This study, conducted in a primary school classroom, employed a quasi-experimental design with a pre-test and a control group, and had a duration of three months. The effect of coloured lighting on students’ cognitive processes, such as attention, impulsivity control and figurative creativity, divided into four dimensions, was investigated. Descriptive, variance-based and comparative analyses of the overall results reveal that coloured light significantly influences cognitive processes, and some results are even generalisable across the variables analysed. Full article

Environmental light entrains many physiological and behavioural processes to the 24 h solar cycle. Such light-driven circadian rhythms are centrally controlled by the suprachiasmatic nucleus (SCN), which receives information from the short-wavelength-sensitive intrinsically photosensitive retinal ganglion cells. The SCN synchronizes local clocks throughout the body affecting sleep/wake routines and the secretion of neuroendocrine-linked hormones such as melatonin from the pineal gland and cortisol via the hypothalamic pituitary adrenal (HPA) axis. Although the effects of light parameters on melatonin have been recently reviewed, whether the experimental variation of the spectral power distribution and intensity of light can induce changes in cortisol rhythms remains unclear. Thus, this systematic review evaluated the effects of daytime exposure to lights of different spectral wavelength characteristics and luminance intensity on the cortisol levels in healthy individuals. A search of the PubMed, Web of Science, EMBASE, CINAHL, Medline, PsycINFO and Cochrane Library databases on 19 June 2023 identified 3418 articles, of which 12 studies (profiling 337 participants) met the inclusion and risk of bias criteria. An analysis of the literature indicated that exposure to bright lights of any colour during the late night or early morning can induce significant increases in cortisol secretion relative to time-matched dim light comparison conditions. Furthermore, exposure to bright lights with stronger short-wavelength (blue/green) components in the early morning typically induced greater increases in cortisol relative to lights with stronger long-wavelength (red) components. Thus, the circadian regulation of cortisol is sensitive to the wavelength composition of environmental lighting, in line with the more commonly studied melatonin. As such, wavelength characteristics should be optimized and reported in light intervention studies (particularly for the investigation of cortisol-associated disorders and HPA axis function), and exposure to short-wavelength light during sensitive periods should be carefully considered in constructed environments (e.g., bedroom and classroom lighting and device screens). Full article

Campus lockdown during COVID-19 and the post-pandemic era has had a huge negative effect on college students. As a vital part of interior teaching spaces, colour deeply influences college students’ mental health and can be used for healing. Nevertheless, research on this topic has been limited. Based on colour psychology and colour therapy, this paper discusses the relationship between interior teaching space colours (hue and brightness) and emotions among college students. The HAD scale and questionnaire survey method were used. It was concluded that: (1) Anxiety and depression were prominent among the college student population during the quarantine of the university due to the epidemic. (2) Warm colours have an advantage over both cold and neutral colours in creating pleasure, relaxation, and mental attention, with the second in line being the cold and the last being the neutral. Warm colours make it pleasant for individuals while cold colours boost attention. (3) When subjects have higher values of anxiety and depression, they are less satisfied with the colour of the teaching space. (4) In most cases, there is no significant difference in the colour preference of teaching spaces across the gender, grade, and major groups, with females having a higher preference for warm high-brightness classrooms than males. These findings provide crucial ideas for future interior teaching space design and enrich the theories in colour psychology. Full article

Classroom design has important effects on the cognitive functions of students. However, this relationship has rarely been analysed in terms of gender. The aim of the present study, therefore, is to analyse the influence of different design variables (classroom geometry, wall colour, and artificial lighting) on university students’ memories from a gender perspective. To do so, 100 university students performed a memory task while visualising different design configurations using a virtual reality setup. Key results show that certain parameters, such as 5.23 m classroom width, 10,500 Kelvin lighting colour temperature, or the blue hue on the walls influence men and women in a similar way, while a purple hue or walls with low colour saturation can generate significantly different behaviour, especially in cognitive processes such as short-term memory. In this study, the use of virtual reality proved to be a useful tool to explore the design effects of virtual learning environments, increasingly present due to training trends and catalysed by the 2020 pandemic. This is a turning point and an international novelty as it will enable the design of classrooms (both physical and virtual) that maximise the cognitive functions of learners, regardless of gender. Full article

In this field study, a series of psychophysical tests were conducted to investigate the impact of indoor lighting on students’ visual perception and cognitive performance. A typical classroom of Wuhan University (China) was fitted with tubular light-emitting diode (LED) sources and LED panel sources in two experiments, respectively. Under the two lighting environments, seventy-nine college students were invited to complete a group of visual tests, which included colour preference evaluations of fruit and vegetables and skin tone, perceptual judgement on the atmosphere of the lighting environment, a reading comfort assessment concerning different paper colours, a Karolinska Sleepiness Scale (KSS) test quantifying alertness, and the Anfimov test of attention (also concerning paper colours). These tests were conducted twice, before and after a two-hour self-study under each lighting environment, with the aim of investigating the impact of visual fatigue on visual perception and cognitive performance. It was found that the influence of indoor lighting was significant on skin preference and atmosphere perception, while no measured effects of lighting were observed on participant’s alertness and attention. Meanwhile, the impact of visual fatigue was also found to be insignificant in this case. Interestingly, paper colour, rather than indoor lighting, was found to have a significant impact on the visual comfort of text reading. In addition, degree of proficiency significantly influenced the proofreading speed and accuracy of the subjects the in Anfimov test, which we believe should be taken into consideration when implementing similar tests in follow-up studies. The preliminary findings of this field study should provide a deeper understanding of how changes in classroom lighting contribute to visual perception and cognitive performance of occupants. Full article

Illuminance levels have been standardized and regulated for many purposes. However, the effects of correlated colour temperature of lighting have received little attention in the field. This study investigated the effects of correlated colour temperature of lighting on the brightness sensation, lighting perception, and cognitive performance of 60 students under ambient light emitting diodes (LED) lighting conditions (CCT: 3000 K, 4000 K, and 5700 K; illuminance: 650 lx and 1050 lx) in an actual university classroom. An increase in correlated colour temperature (CCT) led to an increase in brightness sensation. However, increased CCT did not linearly increase lighting comfort. A CCT of 4000 K was considered as the optimum for lighting comfort in educational settings. But in comparison to comfort, higher levels of perceptual properties, satisfaction and acceptance were not affected by CCT from 3000 K to 5700 K. Scores on the working memory test were significantly affected by CCT and illuminance level in men only. The effects of gender appeared in glare sensation and the working memory test. Women were sensitive to glare sensation and had a lower mean score in the working memory test than men. Optimal CCT is more beneficial than increased illuminance in moderately ambient indoor lighting, as it provides better lighting comfort. Further research can look at the long-term effects of CCT on lighting perception depending on brain processing levels and more diverse and in-depth cognitive performance. Full article