|M.Sc Student||Ksantini-Hovev Efrat|
|Subject||The Colourfulness of The Learning Environment and Its Impact|
on Children Learning Tasks
|Department||Department of Architecture and Town Planning||Supervisor||Ms. Rachel Sebba|
This study investigates the effect of the colorfulness of the "learning environment" on the ability of 8-years-old children to fulfill educational assignments.
The study examined two opposing hypotheses: According to one hypothesis increasing the colorfulness of the "learning environment" would stimulate the children and contribute to an improvement in their achievements. The opposing hypothesis claims that an increase in the colorfulness of the learning environment would distract the children's attention, and reduce their ability to focus attention and concentrate on their learning assignments. The study is based on three separate, unconnected experiments, which were carried out in three second grade classes in three different schools. Within the framework of the study, an experiment was performed in "field conditions", during which 87 students performed regular educational assignments in their own classrooms. Each class did the same work (in content and structure) in two situations which differed from one another in the colorfulness of their field-of-vision. In one case the tests were carried out with a decreased color level, and in the other, with an increased level of coloration.
In all the tests performed, longer time was required for assignments carried out on a colored background. In 6 out of 7 tests, the time difference was statically significant. The achievements in arithmetic, in the 'Multiple Choice Test' and in reading and hearing comprehension test were similar in both situations, but when the children were required to concentrate in writing answers to a questionnaire, the achievements for those with the white-background environment were significantly higher than for pupils with the colored one.
The research found that increasing coloration of the background in a learning environment makes it more difficult for the children to be attentive, and to concentrate on carrying-out educational assignments. The study shows conclusively that a colorful background, within the field-of-vision of children around the age of 8 years, has a decisive influence on their ability to perform tasks which require attention, concentration and memory. The study recommends reassessing the importance of the learning environment, which sometimes is deemed too trivial by the many contributors involved in the creation of the visual atmosphere in the classroom.