Bratt-Eggen and her team researched sound levels in open-plan study spaces. The investigators collected information in “five open-plan study environments at universities in the Netherlands. A questionnaire was used to investigate student tasks, perceived sound sources and their perceived disturbance, and sound measurements were performed to determine the room acoustic parameters. This study shows that 38% of the surveyed students are disturbed by background noise in an open-plan study environment.
Optimize Learning Outcomes
Ulset and her research team investigated links between time spent outside and cognitive development. The team conducted a study in Norway that “examined the . . . relations between the amount of time children [average age when study began was 52 months] attending daycare spend outdoors [in naturalistic settings] and their cognitive and behavioral development during preschool and first grade. . . . analyses showed a positive relation between outdoor hours and [development of attention skills] and an inverse relation between outdoor hours and [inattention-hyperactivity symptoms]. . . .
Children and adults respond in different ways to their environments. Sloutsky and Plebanek “found that adults were very good at remembering information they were told to focus on, and ignoring the rest. In contrast, 4- to 5-year-olds tended to pay attention to all the information that was presented to them – even when they were told to focus on one particular item. . . . The fact that children don’t always do as well at focusing attention also shows the importance of designing the right learning environment in classrooms, Sloutsky said. ‘Children can’t handle a lot of distractions.
Visual complexity is an important driver of experience. Both too much and too little are bad for
Keeping sound in check improves behavior
Background noise influences toddlers’ ability to learn.
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School conditions link indirectly to academic achievement
Standing supports brain function
Optimizing student experience