Classroom views of greenery improve children's concentration compared with built views or windowless classrooms¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students randomly assigned to classrooms with views of greenery perform better on concentration tests than students assigned to built views or windowless classrooms. → Kuo M 2019

Evidence¶

Kuo M 2019¶

Kuo M, Barnes M and Jordan C (2019) Do Experiences With Nature Promote Learning? Converging Evidence of a Cause-and-Effect Relationship. Front. Psychol. 10:305. https://doi.org/10.3389/fpsyg.2019.00305

q2 · i? · review · r2

The review reports an experimental study in which random assignment to classroom views was used; students with "views of greenery perform better on concentration tests" than those with built views or no windows. Attributed to Li and Sullivan (2016).

"Students randomly assigned to classrooms with views of greenery perform better on concentration tests than those assigned to purely "built" views or windowless classrooms (Li and Sullivan, 2016)."

Discussion¶

Related Claims¶

• Natural lighting and green window views benefit mood, sleep, cognition, and test performance — possibly the same claim (merge candidate)
• Nature exposure relieves stress in learners, including experimentally demonstrated reductions in heart rate and self-reported stress — related
• Classroom Design Affects Learning Progress — a broader claim this one bears on
• The school-built environment, including access to nature and green spaces, positively impacts children, teachers, and the school community — a broader claim this one bears on
• Physical environment elements — sunlight, nature views, temperature, and lighting — affect learning — a broader claim this one bears on
• In secondary school students, breaks with green views or walks in larger green spaces improve attention performance — possibly the same claim (merge candidate)