Abstract
Purpose. This sequential embedded mixed-methods study examined the impact of natural elements in the physical learning environment on attention among high school art students in Southern California, focusing on Highly Sensitive Persons (HSPs). It addressed gaps in literature on nature-based classroom interventions and attention, especially for neurodiverse learners with heightened Sensory Processing Sensitivity (SPS).
Theoretical Framework. The study used Attention Restoration Theory (ART), which suggests attention as a limited resource subject to fatigue, restored by effortless attention in natural environments. It also drew on SPS theory, describing individual differences in environmental sensitivity affecting cognition and well-being.
Methodology. An embedded mixed methods design was used. Quantitatively, students completed the Attention Network Test (ANT) in standard and nature enhanced classrooms with plants and natural elements. The HSP Scale identified participants with high sensory sensitivity. Qualitatively, content analysis of student artwork and artist statements explored lived experiences and perceptions of restorative spaces. Dependent samples t-tests in SPSS examined ANT score changes and environment-HSP interactions.
Findings and Conclusion. Quantitative analysis showed no significant differences in alerting, orienting, or executive control between classrooms for all students or non-HSPs. However, HSPs had significantly poorer executive control in the nature enhanced classroom, while alerting and orienting were unaffected. This suggests natural elements may cause sensory overstimulation for HSPs, impacting executive control. Qualitative analysis revealed HSPs conceptualized restorative environments with themes of natural landscapes, spatial depth, texture, and emotional resonance, highlighting nature's subjective significance despite lack of quantitative benefits.
Recommendations. Future research should explore nature-based interventions on attention with real-time designs and diverse neurodiverse populations. Long-term effects of sustained natural exposure and specific attention aspects affected should be investigated. Expanding ANT use and integrating qualitative measures will clarify nature's restorative mechanisms in education.