Exploring a sustainable building’s impact on occupant mental health and cognitive function in a virtual environment

Hu, Ming; Simon, Madlen; Fix, Spencer T.; Vivino, Anthony A.; Bernat, Edward M.

doi:10.1038/s41598-021-85210-9

Cited by 22 publications

(21 citation statements)

References 75 publications

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“…with regard to brain activity measures and heart rate; e.g. Hu et al 2021;Chan et al in press), and we believe that the usability of VR in health settings could benefit from further tests of VR versus physical settings. When such in-depth investigations confirm benefits, results may translate into design concepts for digital health interventions.…”

Section: Discussionmentioning

confidence: 87%

“…Very often, VR research utilizes samples that are rather small (e.g. with Ns ranging from 18 to 50 in Anderson et al 2017;Calogiuri et al 2018;Chirico and Gaggioli 2019;Hu et al 2021;Chan et al in press) in comparison to, for example, online surveys. Many studies-including ours-may thus lack statistical power and thus result in questionable validity.…”

Section: Discussionmentioning

confidence: 99%

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Digital shinrin-yoku: do nature experiences in virtual reality reduce stress and increase well-being as strongly as similar experiences in a physical forest?

2022

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Shinrin-yoku or forest bathing refers to a therapeutic, immersive nature experience that aids to improve well-being. The goal of the current research was to compare the effects of a physical urban nature versus virtual nature experience on stress, affect, vitality, and restoration. Previous research suggested that an immersive nature experience—such as shinrin-yoku—can be beneficial for health, but direct comparisons between physical and virtual reality (VR) experiences are scarce. In the current study, fifty participants navigated self-paced through a forest scene that was either an urban physical forest or an immersive VR forest with similar characteristics as the physical one. Before and after the intervention, we measured positive and negative affect, subjective vitality, and perceived daily stress. After the intervention, we measured perceived restorative outcomes. Results revealed that both VR and physical nature experience resulted in expected effects on well-being indicators: Affect was more positive and less negative, subjective vitality increased slightly, and stress decreased slightly after both interventions. There were no significant differences between the two settings on any of the variables, but slightly stronger effect sizes over time within the physical condition. Overall, these findings suggest that immersive VR nature experiences can have restoration effects similar to physical nature experiences, suggesting intervention strategies when physical nature options are scarce.

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Section: Discussionmentioning

confidence: 87%

Section: Discussionmentioning

confidence: 99%

Digital shinrin-yoku: do nature experiences in virtual reality reduce stress and increase well-being as strongly as similar experiences in a physical forest?

2022

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“…The positive factors are familiarity (6), access to facilities (5), bright light (3), teacher guidance (2), practical activity (2). The distractive or boring factors are excessive communication with acquaintance (3), disorderly furnishings (4), teachers visiting (1), bad hygienic conditions (2). Examples of sentences are shown below: C1 (female, second year undergraduate, natural science major, R-Sen-Ver-G): I am familiar with the environment.…”

Section: Group 3: the Professional Classroommentioning

confidence: 99%

“…The positive factors reflect in relaxed atmosphere (3), free to talk (3), high accessibility (1), food support (2) and the distractive elements include flow of people (3), noise (2), pets (3), absence of furniture (1), dim light (3), money cost (2), and children at play (2). Partial views are below as an example: E1 (male, second year undergraduate, engineering major, A-I-Ver-G): I prefer to learn here because of its more relaxed atmosphere.…”

Section: Group 5: the Informal Learning Spacementioning

confidence: 99%

“…For the past decade, much attention has been paid on the influence of building spaces on people's cognitive activities [1][2][3][4]. Some special spatial characteristics will stimulate the operations of the undirected attention and make it rest, which results in positive changes of mind and body, including mental restoration, stress recovery, efficient cognitive process, good emotions, and so on [5][6][7].…”

Section: Introductionmentioning

confidence: 99%

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The Influence of Learning Styles on Perception and Preference of Learning Spaces in the University Campus

Wang

Han

2021

Buildings

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Good academic performance will occur when learning spaces match or support individual preference and needs. This effect depends on environmental characteristics and individual attributes. Learning styles (LSs) have been used as a tool to capture the behavioral and psychological characteristics of learners in the process of learning activities, which provide instructions to address their learning needs. However, few have focused on the perceptual characteristics of learning space from the view of distinct learning styles. The research aims to identify which kinds of learning spaces in university campus have been preferred by students with different learning styles respectively and the spatial characteristics which have significant influence on the distinct evaluation results; the research consists of 178 college students’ LSs measurement conducted by the Index of Learning Styles questionnaire and their subjective assessment to five typical learning spaces obtained by 5-point Likert-type scale. Then, the key spatial influencing factors were identified by the focus group interviews; the results firstly ranked the learning spaces according to their satisfaction evaluation and restorative potential. The self-study rooms are rated highest, followed by professional classroom, traditional classroom, and multimedia classroom. Then, two dimensions of learning styles were proved as having considerable effects on perception. Specifically, there are significant differences between visual and verbal learners’ evaluations of multimedia classrooms and traditional classrooms, and between global and sequential learners’ evaluations of multimedia classrooms, informal learning spaces, and learning buildings. The other two dimensions including perceiving and remembering have no obvious impacts on learners’ perception of any learning spaces. At last, the important influence factors of perceptions of five typical learning spaces were identified, respectively, and their different effects on various groups were discussed. For example, the serious atmosphere in traditional classrooms was regarded as a motivation for sensing learners but a stress for intuitive learners. The studies emphasize the perceptual difference on learning space in terms of students’ unique learning styles and key points for each kind of learning space with regard to satisfaction of personalized needs. However, before it can be used by designers as tools, more research is needed.

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A Literature Review on Healthy Buildings Based on Various Perspectives

Amatkasmin

Berawi

Sari

2022

Lecture Notes in Civil Engineering

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Exploring a sustainable building’s impact on occupant mental health and cognitive function in a virtual environment

Cited by 22 publications

References 75 publications

Digital shinrin-yoku: do nature experiences in virtual reality reduce stress and increase well-being as strongly as similar experiences in a physical forest?

Digital shinrin-yoku: do nature experiences in virtual reality reduce stress and increase well-being as strongly as similar experiences in a physical forest?

The Influence of Learning Styles on Perception and Preference of Learning Spaces in the University Campus

A Literature Review on Healthy Buildings Based on Various Perspectives

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