Exploring the Cognitive and Emotional Impact of Biophilic Classroom Design Through Virtual Reality

Document Type

Conference Proceeding

Publication Title

Lecture Notes in Civil Engineering

Publication Date

1-1-2026

Abstract

This study explores how varying levels of indoor biophilic design impact college students’ perceived attention, focus, memory retention, and emotional responses within virtual classroom environments. While the biophilia hypothesis suggests humans benefit from contact with nature, there is still limited empirical data on how specific natural materials influence learning experiences in educational spaces. Using Building Information Modeling (BIM) and Meta Quest 2 headsets, four immersive virtual environments were developed, ranging from non-biophilic to highly biophilic. Twenty-five college students navigated each environment and completed a structured questionnaire assessing their attentiveness, ease of concentration, perceived memory retention, emotional state, and observations of specific design elements (e.g., natural light, wood, plants). Participants rated their experiences on a scale and responded to open-ended questions regarding distractions, environmental preferences, and potential improvements for cognitive support. A mixed-effects model was used to analyze the relationship between the level of biophilic integration and perceived cognitive performance, with ANOVA tests revealing statistically significant differences across environments. The results suggest that environments rich in natural elements may enhance students’ self-reported cognitive and emotional states, potentially supporting deeper engagement and memory retention. These findings offer practical insights for educators, designers, and researchers interested in using immersive technology to test and implement student-centered learning environments.

Volume

823 LNCE

First Page

836

Last Page

846

DOI

10.1007/978-3-032-18712-3_59

ISSN

23662557

E-ISSN

23662565

ISBN

[9783032187116]

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