The Effects of Natural Window Views in Classrooms on College Students’ Mood and Learning Efficiency

Abstract

Observing peaceful natural environments has been shown to restore cognitive abilities and reduce stress. As a result, visual access to natural environments is becoming increasingly common in educational settings. However, most current research on classroom window views has examined classroom environments in elementary and secondary schools, and only some university classrooms have been used as study sites. This study investigated the relationship between the naturalness of university classroom window views and physiological and emotional responses and standardized tests of attentional focus (learning efficiency) in university students. Thirty participants (undergraduates 21.16 ± 1.01 years old) viewed architectural window views and natural window views for 3 min each, and physiological measures of EEG, HRV index, and psychometric measures of Semantic Differences Questionnaire and Emotional State Questionnaire generated data. Measurements were generated. The results indicated that the natural window view significantly enhanced theta, alpha, and beta waves of brain activity, provided a sense of comfort, relaxation, and pleasure, and increased learning efficiency compared to the architectural window view. The findings support the beneficial associations between window views on university campuses and students’ mood and learning efficiency, emphasizing the importance of considering natural window views in the planning and designing of university classrooms.

Keywords

• campus window view
• emotional response
• learning efficiency
• cognitive neuroscience
• immediate impact