Enhancing cognitive performance and emotional well-being via Nature-induced learning environments.

Insights from neuro-architecture research

Shreya Rai National Institute of Technology Hamirpur
Venu Shree National Institute of Technology Hamirpur
Prabhjot Singh Chani Indian Institute of Technology Roorkee
Farhan Asim Indian Institute of Technology Roorkee http://orcid.org/0000-0001-9424-9445

DOI: https://doi.org/10.13135/2384-8677/9265

Keywords: Neuro-Architecture, Neuropsychology, Built Environment, Environmental Psychology, Cognitive Architecture, Learning Environments

Abstract

This study, involving 22 participants, explored the impact of nature-induced design on cognitive performance and emotional well-being in educational settings. Key metrics included EEG-based Frontal Alpha Asymmetry (FAA), Normalized Alpha brainwave activity, the Perceived Restorativeness Scale (PRS), and the NASA Task Load Index (NASA-TLX). In ‘more biophilic’ learning environment, i.e., Studio, PRS scores significantly increased, indicating higher perceived restorativeness, while NASA-TLX scores (56.65 in the Studio versus 50.65 in the Seminar Hall, i.e., ‘lesser biophilic’ learning environment) indicated greater cognitive engagement in the Studio. Notably, the Studio exhibited higher left-aligned FAA outcomes, revealing a significant relationship between FAA and the built environment (χ² = 12.239, p < 0.001). The study identified substantial effects, with a significant variance for PRS-11 (F = 12.134, p = 0.001) and moderate influence for NASA-TLX (F = 4.374, p = 0.043). ANOVA analysis revealed significant differences in cognitive performance across various tests: BVRT (F = 9.195, p = .004), DST (F = 20.230, p < .001), BDST (F = 19.563, p < .001), ST (F = 4.319, p = .044), DSST (F = 15.400, p < .001), and the overall Cognitive Score (F = 27.508, p < .001), indicating a robust effect of the built environment on cognitive functions. This research demonstrates that nature-infused educational environments significantly enhance critical cognitive processes essential for learning, suggesting their potential in environmental design for cognitive and emotional development. However, it acknowledges limitations, such as sample variation and experimental settings, and encourages further investigation in diverse contexts and long-term effects.