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Abstract:Promoting ecological health and human wellbeing are two fundamental goals in landscape sustainability. Green spaces are thought to improve users' psychological and physical wellbeing through the contact with nature. However, the results of some studies that rely on self-reports suggest that when the level of naturalness in a green space reaches a certain point, the beneficial effects diminish and in some cases can cause negative responses. We explored this possibility through an experimental study in which we use physiological measures rather than perceptions to assess people's wellbeing. We investigate how people are affected by outdoor settings with varying degrees of biodiversity and whether the correlation between biodiversity and physiological wellbeing is negative or positive. We used multiple measures of insect diversity as an indicator for biodiversity, and biofeedback measures as indicators of wellbeing. Our findings suggest that people are equally affected by more biodiverse and less biodiverse settings. Physiological responses remain largely unchanged when biodiversity increases. This suggests that settings rich in biodiversity will not negatively influence people's physiological wellbeing, and designers and city planners should not hesitate to use ecological best practices in their designs.

There is a growing body of literature that explores the benefits of school gardening for children, but few studies have been conducted in Taiwan. Even fewer studies have examined which factors influence the benefits that children derive from these activities. Therefore, the purpose of this study was to explore the benefits of school gardening for children in Taiwan and also identify the factors influencing these benefits. This study used qualitative research methods, which consisted of interviewing 43 elementary school students who had extensive experience with gardening, and used a general inductive approach to analyze the data. The study also used a quantitative approach to statistically compare gender differences, which found that there were some differences in preference for gardening between boys and girls in Taiwan. The results also identify seven benefits children can derive from school gardening, including increasing life skills, producing pleasant feelings, improving relationships and having plants as companions, acquiring new knowledge, experiencing the aroma and flavor of fruits and vegetables, improving health, and increasing connection to nature. Some of these benefits of school gardening have not been mentioned in previous studies and can be considered to be new, such as having plants as companions. Additionally, this study found 20 factors that influence the benefits of school gardening. Of these, eight were about plants, seven about activities, two about outdoor environments, and three about other participants. Most of the factors provide more than one benefit. The factors with the greatest impact have the most number of benefits that influence children and include “appearance, odor and texture,” “hands-on,” and “outdoor natural elements.” These factors help us to realize the unique characteristics of gardening, highlight the distinctiveness, and increase the indispensability of gardening activities.

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