Greening the classroom: Three field experiments on the effects of indoor nature on students' attention, well-being, and perceived environmental quality

Bogerd, Nicole van den; Dijkstra, S.; Tanja-Dijkstra, Karin; Boer, Michiel R. de; Seidell, Jacob C.; Koole, Sander L.; Maas, Jolanda

doi:10.1016/j.buildenv.2020.106675

Cited by 46 publications

(25 citation statements)

References 55 publications

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“…This was informed by past healthcare studies that showed that access to window views can impact the health outcomes of individuals (Devlin and Arneill, 2003). Furthermore, Ulrich (1983) reported that patients recuperating in rooms with nature view windows enjoyed prompt post-operative care and depended less on painkillers compared to patients in windowless rooms. Subsequently, the apartment residents in a study by Kaplan (2001) professed that their greater life satisfaction and sense of well-being were contributed to by the fact that they were afforded views of natural elements from the windows of their units.…”

Section: Nature Window Viewmentioning

confidence: 99%

“…In this state, not only is frustration contained but the wellbeing of students is also promoted (Benfield et al, 2015), resulting in the achievement of optimum levels of psychological functioning and experience (Anglim et al, 2020). Furthermore, exposure to green views through windows has been associated with improved well-being and lower physiological enthusiasm and anxiety among students (van den Bogerd et al, 2020). Past research has also shown that, when nature is viewed through windows, an individual can effectively restore attention (Mitchell and Popham, 2008).…”

Section: Introductionmentioning

confidence: 99%

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Role of Restorativeness in Improving the Psychological Well-Being of University Students

et al. 2021

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Many university students experience high levels of study-related fatigue, hence, necessitating opportunities for restoration. They could potentially benefit from campus-based physical activities that provide them with effective restoration breaks and allow them to return to their studies cognitively refreshed. Thus, a cross-sectional study was conducted to assess the association between perceived restorativeness among postgraduates and their psychological well-being by using the four constructs of Kaplan's attention restoration theory (ART): fascination, being away, extent, and compatibility. In this study, nature view windows were also used as a moderator. Malaysian postgraduate students [n = 192; 94 females; age in years (M = 30.64, SD = 2.73)] completed the Ryff's scale of psychological wellbeing (PWB) and perceived restorativeness scale for activity (PRAS). This study used the partial least squares-structural equation model (PLS-SEM) to examine these relationships. The results demonstrate that three ART constructs, namely, being away, fascination, and compatibility, are significant predictors of psychological well-being across the sample size. Furthermore, for participants who reside in university dormitories, windows that overlook nature can enhance the relationship of being away, compatibility, and fascination to psychological well-being, compared with those with less natural views. Thus, this study confirmed the moderating effect of nature view windows and provided insight into the ART constructs that facilitate and enhance restorative experiences. By strengthening ART with additional factors, this study has also contributed toward the improvement of the psychological well-being of university students.

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Section: Nature Window Viewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Role of Restorativeness in Improving the Psychological Well-Being of University Students

et al. 2021

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“…The four patterns of (10) Complexity and order; (13) Mystery; and ( 14) Risk/peril have far less published material available on this topic, and we found no relevant sources on these patterns in university settings. 1,2 Windhorst, E., Williams, A., 2015 [46]; 2016 [47] 1,3 Stigsdotter et al, 2017 [48] 1,2,3 Van den Berg, A.E., Jorgensen, A., Wilson, E.R., 2014 [49] 1 van den Bogerd et al, 2018 [50]; 2020 [51] 1 Studente, S., Seppala, N., Sadowska N., 2016 [52] 1 Felsten, G., 2009 [32] 1,5,8 Nisbet, E.K., Zelenski, J.M., 2011 [53] 1 Putri, N.T., Amrina, E., Nurnaeni, S., 2020 [54] 1,9 Kaya, N., & Epps, H.H., 2004 [55] 1 Chow, K., Healey, M., 2008 [56] 1,2 Qingjiua, S., Malikia, N.Z., 2013 [33] 1,2,9 Berman, M.G., Jonides, J., Kaplan [26] 6,7 -Bellia, L., Pedace, A., Barbato, G., 2013 [65] 7 -Ridoutt, B.G., Ball, R.D., Killerby, S.K., 2002 [66] 9 Kim, T., Cha, T., Kim, Y., 2018 [29] 11,12…”

Section: Review Of Studies Specific To University Settingsmentioning

confidence: 99%

“…Our review found a large number of studies and strong evidence for the benefits of visual connection to nature in university settings. Studies show multiple avenues of visual biophilic implementations such as views of landscapes and green views through windows [59], nature posters [50], images [49], murals [32], indoor plants [51,52] the color green [52], and nature walks [43,[46][47][48]. A recent study found that images of nature can help recover students' Directed Attention resources [58].…”

Section: Strength Of Research Supporting Biophilic Design In Universi...mentioning

confidence: 99%

Biophilic Design for Restorative University Learning Environments: A Critical Review of Literature and Design Recommendations

Peters

D'Penna

2020

Sustainability

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The influence of environmental design on people’s wellbeing and productivity has been well studied in some settings such as offices, hospitals, and elementary schools, but salutogenic and biophilic design in urban post-secondary educational environments remains understudied and warrants closer investigation. There are unique challenges faced by these students and implementing health promoting and restorative, environmental design strategies could improve the quality of life and learning outcomes of university students. This paper identifies pertinent themes in published multi-disciplinary literature relating to the influence of the built environment on university students: emotional stress, happiness, stimulation, cognitive function, social support, belonging, places to study, lighting, and ventilation. The results of the semi-structured literature review identifies, analyzes, and categorizes relevant studies that examine nature views, nature images, natural colors, natural materials, auditory and olfactory aspects of nature, nature images with water, indoor plants, campus landscapes, study spaces, local materials and style, daylight access, and thermal and environmental comfort. These are organized according to the biophilic patterns identified by Browning, Ryan, and Clancy. Trends and gaps in understanding the influence of biophilic design on university settings are discussed, and the paper identifies evidence-based design recommendations for incorporating biophilic design in university settings.

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“…As in the case of exterior elements, in the interior, these elements have the potential to improve the physiological and psychological health of people [25,26], especially in school and work environments [27]. Students who are exposed to the natural environment report low levels of stress, fatigue, health complaints, and better attention [28,29]. Studies [30,31] have also shown that patients exposed to the natural environment recover faster and spend less time in hospitals.…”

Section: Introductionmentioning

confidence: 99%

The Synergy of Living and Water Wall in Indoor Environment—Case Study in City of Brno, Czech Republic

et al. 2021

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The indoor environment that surrounds us and the elements in it affect not only our mood but also the air quality. Vegetation elements are currently more popular, especially for their aesthetic value but also because of the fact that they affect the physical parameters of the indoor environment such as temperature and humidity. Water elements are a similar example. The presented paper combines these two elements to achieve the best possible level of thermal comfort. Experimental verification of the influence of the living wall on air temperature and humidity took place during the heating season in the city of Brno in the space of the university, while three scenarios were created: the effect of the living wall in a semi-open space, an enclosed space, and a space with a water wall with regulated water temperature. The potential of the water wall is determined based on experimental verification in laboratory conditions. The results show that the synergy of the living and water wall in the indoor space may eliminate the risk of too-low humidity during the heating season.

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Greening the classroom: Three field experiments on the effects of indoor nature on students' attention, well-being, and perceived environmental quality

Cited by 46 publications

References 55 publications

Role of Restorativeness in Improving the Psychological Well-Being of University Students

Role of Restorativeness in Improving the Psychological Well-Being of University Students

Biophilic Design for Restorative University Learning Environments: A Critical Review of Literature and Design Recommendations

The Synergy of Living and Water Wall in Indoor Environment—Case Study in City of Brno, Czech Republic

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