Vol. 2 No. 4 (2025)
Volume 2, Number 4

Articles

Effects of Outdoor Informal Learning Space Typologies on Cognition and Emotional Regulation: A Multimodal Psychophysiological Analysis of College Students' Self-study Activities

Published 31.07.2025

  • Xiaocong Li
    • ,
  • Yanling Li

Xiaocong Li
College of Life Science and Agri-forestry, Southwest University of Science and Technology, Mianyang 621010, China

Yanling Li
School of Aeronautics and Astronautics, School of Civil Engineering and Architecture, Southwest University of Science and Technology, Mianyang 621010, China

Abstract

Informal learning spaces are increasingly seen as vital for self-study, prompt-ing research on how environmental features affect learning efficiency and well-being. This randomized controlled experiment examined three outdoor settings—waterfront, woodland, and semi-open plaza—by having 81 under-graduates complete 5-minute self-study tasks in each, with simultaneous electroencephalography (EEG) and heart rate variability (HRV) monitoring. Cognitive tasks, psychological scales, and environmental preference invento-ries were used to assess changes in learning states. Results showed signifi-cant differences across environments in physiological, cognitive, and psycho-logical responses. Compared to plazas, waterfront and woodland settings produced more favorable outcomes, as indicated by EEG, HRV, attention, and emotion metrics. Cluster analysis revealed structured, synergistic rela-tionships among indicators. Findings support the value of nature-based envi-ronments, especially waterscapes and woodlands, in enhancing physiologi-cal regulation and attentional restoration, providing empirical evidence for health-oriented design of campus informal learning spaces.

Keywords

Informal learning environments, Self-study, Electroencephalography, Heart rate variability, Attention restoration

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