Determine the impact of Emotive Intelligent Spaces on children’s behavioural and cognitive outcomes
AbstractThis study aims to investigate the impact of a novel environmental intervention—Emotive Intelligent Spaces (EIS) on young children’s self-regulation and working memory using a single-subject reversal design (ABAB). EIS is a semi-private space with coloured lights that could adapt to each chi...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2023-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2281850 |
| _version_ | 1797390196227964928 |
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| author | Shiyi Chen Minyoung Cerruti Mona Ghandi Ling-Ling Tsao Rebecca Sermeno |
| author_facet | Shiyi Chen Minyoung Cerruti Mona Ghandi Ling-Ling Tsao Rebecca Sermeno |
| author_sort | Shiyi Chen |
| collection | DOAJ |
| description | AbstractThis study aims to investigate the impact of a novel environmental intervention—Emotive Intelligent Spaces (EIS) on young children’s self-regulation and working memory using a single-subject reversal design (ABAB). EIS is a semi-private space with coloured lights that could adapt to each child’s preferred colour based on the child’s self-reported emotional state. A total of 29 three-to-seven-year-old participants completed the experiment from fall 2020 to summer 2021. Self-regulation was measured by the Head-Toes-Knees-Shoulders task; working memory was measured by the Woodcock-Johnson Numbers Reversed subset. Children’s age was controlled as a covariate. Descriptive statistics indicated that the group means of self-regulation scores were higher in the intervention conditions. However, the group means of working memory scores were lower in the intervention conditions. We conducted repeated measure ANCOVA for the main analysis, and results showed no statistically significant differences in children’s self-regulation and working memory scores between baseline and intervention conditions. It is recommended that future studies should take the illuminance level into consideration of the intervention effect. Further, our study implies that avoiding visual overstimulation in the classroom (e.g. heavily decorated walls) may create an optimal level of visual arousal and promote focused attention. |
| first_indexed | 2024-03-08T23:08:18Z |
| format | Article |
| id | doaj.art-3548aea5cea0495e9d40d5a83e164704 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-08T23:08:18Z |
| publishDate | 2023-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-3548aea5cea0495e9d40d5a83e1647042023-12-15T10:31:08ZengTaylor & Francis GroupCogent Education2331-186X2023-12-0110210.1080/2331186X.2023.2281850Determine the impact of Emotive Intelligent Spaces on children’s behavioural and cognitive outcomesShiyi Chen0Minyoung Cerruti1Mona Ghandi2Ling-Ling Tsao3Rebecca Sermeno4Margaret Ritchie School of Family and Consumer Sciences, College of Agriculture and Life Sciences, University of Idaho, Moscow, ID, USASchool of Design and Construction, Voiland College of Engineering and Architecture, Washington State University, Pullman, Washington, USASchool of Design and Construction, Voiland College of Engineering and Architecture, Washington State University, Pullman, Washington, USAMargaret Ritchie School of Family and Consumer Sciences, College of Agriculture and Life Sciences, University of Idaho, Moscow, ID, USAMargaret Ritchie School of Family and Consumer Sciences, College of Agriculture and Life Sciences, University of Idaho, Moscow, ID, USAAbstractThis study aims to investigate the impact of a novel environmental intervention—Emotive Intelligent Spaces (EIS) on young children’s self-regulation and working memory using a single-subject reversal design (ABAB). EIS is a semi-private space with coloured lights that could adapt to each child’s preferred colour based on the child’s self-reported emotional state. A total of 29 three-to-seven-year-old participants completed the experiment from fall 2020 to summer 2021. Self-regulation was measured by the Head-Toes-Knees-Shoulders task; working memory was measured by the Woodcock-Johnson Numbers Reversed subset. Children’s age was controlled as a covariate. Descriptive statistics indicated that the group means of self-regulation scores were higher in the intervention conditions. However, the group means of working memory scores were lower in the intervention conditions. We conducted repeated measure ANCOVA for the main analysis, and results showed no statistically significant differences in children’s self-regulation and working memory scores between baseline and intervention conditions. It is recommended that future studies should take the illuminance level into consideration of the intervention effect. Further, our study implies that avoiding visual overstimulation in the classroom (e.g. heavily decorated walls) may create an optimal level of visual arousal and promote focused attention.https://www.tandfonline.com/doi/10.1080/2331186X.2023.2281850early childhoodcolourinterventionworking memoryself-regulation |
| spellingShingle | Shiyi Chen Minyoung Cerruti Mona Ghandi Ling-Ling Tsao Rebecca Sermeno Determine the impact of Emotive Intelligent Spaces on children’s behavioural and cognitive outcomes Cogent Education early childhood colour intervention working memory self-regulation |
| title | Determine the impact of Emotive Intelligent Spaces on children’s behavioural and cognitive outcomes |
| title_full | Determine the impact of Emotive Intelligent Spaces on children’s behavioural and cognitive outcomes |
| title_fullStr | Determine the impact of Emotive Intelligent Spaces on children’s behavioural and cognitive outcomes |
| title_full_unstemmed | Determine the impact of Emotive Intelligent Spaces on children’s behavioural and cognitive outcomes |
| title_short | Determine the impact of Emotive Intelligent Spaces on children’s behavioural and cognitive outcomes |
| title_sort | determine the impact of emotive intelligent spaces on children s behavioural and cognitive outcomes |
| topic | early childhood colour intervention working memory self-regulation |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2281850 |
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