Enhancing Student Learning in Virtual Classrooms: Effects of Window View Content and Time of Day

• Published in: IEEE access 2024, Vol.12, p.152630-152638
• Main Authors: Jang, Dajeong, Kim, Han-Jong, Choi, Kyungah
• Format: Article
• Language: English
• Subjects: Alertness; Brain modeling; CAI; Classrooms; Cognitive tasks; Colleges & universities; Computer assisted instruction; Customization; Daytime; educational experience; Educational programs; Electronic learning; Image color analysis; Learning; Learning systems; Lighting; Mood; Online instruction; Particle measurements; Physiological responses; Physiology; Productivity; Students; Sunset; Time of use; virtual classroom; Virtual environments; Virtual reality; Visualization; Window view
• ISSN: 2169-3536; 2169-3536
• DOI: 10.1109/ACCESS.2024.3476982

As virtual classrooms, traditional physical classroom environments are transformed into flexible virtual environments, allowing customization of environmental elements to enhance student learning. This study explored the effects of window settings in virtual classrooms on learning experiences of students. Utilizing a within-subjects design, we simulated a virtual classroom environment with seven unique window settings and varied its view content (nature vs. urban) and time of day (daytime, sunset, and night). We also simulated a windowless condition. Thirty-five university students participated in the study and performed subjective evaluations and cognitive tasks. Moreover, their physiological responses were recorded using electroencephalogram measurements. The results indicated that environments with windows increased the perception of spaciousness and promoted a state of relaxed alertness, as evidenced by increased fast alpha brainwave activity. In contrast, settings without windows or with urban views increased the sense of presence. Daytime views positively affected valence, motivation, spaciousness, and concentration, whereas nighttime views were the least preferred. No significant differences were observed in cognitive task performance across the different conditions. These findings underscore the necessity of customizing virtual learning environments to meet individual user needs. By allowing students to adjust their virtual environments, educators and space designers can create more flexible and personalized virtual-reality educational spaces, ultimately improving learning outcomes.