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...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Shiyi Chen [verfasserIn] Minyoung Cerruti [verfasserIn] Mona Ghandi [verfasserIn] Ling-Ling Tsao [verfasserIn] Rebecca Sermeno [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2023

Schlagwörter:	early childhood colour intervention working memory self-regulation

Übergeordnetes Werk:	In: Cogent Education - Taylor & Francis Group, 2014, 10(2023), 2
Übergeordnetes Werk:	volume:10 ; year:2023 ; number:2

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.1080/2331186X.2023.2281850

Katalog-ID:	DOAJ099222841

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spelling	10.1080/2331186X.2023.2281850 doi (DE-627)DOAJ099222841 (DE-599)DOAJ3548aea5cea0495e9d40d5a83e164704 DE-627 ger DE-627 rakwb eng L7-991 Shiyi Chen verfasserin aut Determine the impact of Emotive Intelligent Spaces on children’s behavioural and cognitive outcomes 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier 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. early childhood colour intervention working memory self-regulation Education (General) Minyoung Cerruti verfasserin aut Mona Ghandi verfasserin aut Ling-Ling Tsao verfasserin aut Rebecca Sermeno verfasserin aut In Cogent Education Taylor & Francis Group, 2014 10(2023), 2 (DE-627)813203473 (DE-600)2804532-4 2331186X nnns volume:10 year:2023 number:2 https://doi.org/10.1080/2331186X.2023.2281850 kostenfrei https://doaj.org/article/3548aea5cea0495e9d40d5a83e164704 kostenfrei https://www.tandfonline.com/doi/10.1080/2331186X.2023.2281850 kostenfrei https://doaj.org/toc/2331-186X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 10 2023 2
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allfieldsGer	10.1080/2331186X.2023.2281850 doi (DE-627)DOAJ099222841 (DE-599)DOAJ3548aea5cea0495e9d40d5a83e164704 DE-627 ger DE-627 rakwb eng L7-991 Shiyi Chen verfasserin aut Determine the impact of Emotive Intelligent Spaces on children’s behavioural and cognitive outcomes 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier 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. early childhood colour intervention working memory self-regulation Education (General) Minyoung Cerruti verfasserin aut Mona Ghandi verfasserin aut Ling-Ling Tsao verfasserin aut Rebecca Sermeno verfasserin aut In Cogent Education Taylor & Francis Group, 2014 10(2023), 2 (DE-627)813203473 (DE-600)2804532-4 2331186X nnns volume:10 year:2023 number:2 https://doi.org/10.1080/2331186X.2023.2281850 kostenfrei https://doaj.org/article/3548aea5cea0495e9d40d5a83e164704 kostenfrei https://www.tandfonline.com/doi/10.1080/2331186X.2023.2281850 kostenfrei https://doaj.org/toc/2331-186X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 10 2023 2
allfieldsSound	10.1080/2331186X.2023.2281850 doi (DE-627)DOAJ099222841 (DE-599)DOAJ3548aea5cea0495e9d40d5a83e164704 DE-627 ger DE-627 rakwb eng L7-991 Shiyi Chen verfasserin aut Determine the impact of Emotive Intelligent Spaces on children’s behavioural and cognitive outcomes 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier 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. early childhood colour intervention working memory self-regulation Education (General) Minyoung Cerruti verfasserin aut Mona Ghandi verfasserin aut Ling-Ling Tsao verfasserin aut Rebecca Sermeno verfasserin aut In Cogent Education Taylor & Francis Group, 2014 10(2023), 2 (DE-627)813203473 (DE-600)2804532-4 2331186X nnns volume:10 year:2023 number:2 https://doi.org/10.1080/2331186X.2023.2281850 kostenfrei https://doaj.org/article/3548aea5cea0495e9d40d5a83e164704 kostenfrei https://www.tandfonline.com/doi/10.1080/2331186X.2023.2281850 kostenfrei https://doaj.org/toc/2331-186X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 10 2023 2
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title	Determine the impact of Emotive Intelligent Spaces on children’s behavioural and cognitive outcomes
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title_full	Determine the impact of Emotive Intelligent Spaces on children’s behavioural and cognitive outcomes
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title_sort	determine the impact of emotive intelligent spaces on children’s behavioural and cognitive outcomes
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title_auth	Determine the impact of Emotive Intelligent Spaces on children’s behavioural and cognitive outcomes
abstract	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.
abstractGer	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.
abstract_unstemmed	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.
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title_short	Determine the impact of Emotive Intelligent Spaces on children’s behavioural and cognitive outcomes
url	https://doi.org/10.1080/2331186X.2023.2281850 https://doaj.org/article/3548aea5cea0495e9d40d5a83e164704 https://www.tandfonline.com/doi/10.1080/2331186X.2023.2281850 https://doaj.org/toc/2331-186X
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up_date	2024-07-03T21:41:41.414Z
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Determine the impact of Emotive Intelligent Spaces on children’s behavioural and cognitive outcomes

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