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Updated: Jul 10, 2025
Virtual Reality Experiments with Physiological Measures
Published on: August 29, 2018
The Influence of Classroom Size and Window View on Young Children's Executive Functions and Physiological Responses,
1Department of Early Childhood Education, Gachon University, Seongnam-si 13120, Republic of Korea.
Insights
Preschool classroom size impacts young children's cognitive flexibility. Larger classrooms improved cognitive flexibility, while smaller ones showed a slight decrease in visuo-spatial working memory. Window views had no significant effect.
Area of Science:
- Developmental Psychology
- Environmental Psychology
- Cognitive Neuroscience
Background:
- Limited research exists on spatial elements' impact on early childhood development.
- Preschool environments may influence executive functions and stress responses.
Purpose of the Study:
- To investigate the effects of preschool classroom size (large vs. small) and window view (natural vs. built) on executive functions and physiological stress.
- To utilize virtual reality (VR) technology for immersive environmental simulation.
Main Methods:
- 141 children (61-85 months) participated in a study using VR.
- Executive functions were assessed using tests like the Dimensional Change Card Sorting and Corsi block task.
- Physiological stress was measured via cortisol levels and heart rate variability (HRV).
Main Results:
- Large classrooms significantly improved cognitive flexibility compared to small classrooms.
- Small classrooms showed a marginally significant decrease in visuo-spatial working memory.
- Classroom size did not significantly affect cortisol levels, but large classrooms showed marginally significant HRV indices indicating relaxation.
- Window view conditions did not yield significant effects on executive functions or physiological responses.
Conclusions:
- Preschool classroom size appears to be a significant factor influencing young children's cognitive flexibility.
- Further research is needed to explore the nuanced relationship between spatial environments and child development.
Abstract:
Despite the increasing enrollment of young children in childcare institutes, there have been few empirical studies on the effects of spatial elements on their development. This study explored the impact of preschool classroom size (large vs. small) and window view (natural vs. built environment) on young children's executive functions and physiological stress responses, using cortisol and heart rate variability (HRV) as indicators and employing virtual reality (VR) technology. Out of 144 participants aged 61-85 months, three were excluded due to missing values and outliers. Executive function tests were administered, and saliva samples were collected before and after VR exposure; HRV data were gathered during the experience. ANCOVA results indicated significant improvements in cognitive flexibility, as measured based on the Dimensional Change Card Sorting task, in the large classroom condition, and a marginally significant decrease in visuo-spatial working memory, as measured with the Corsi block task, in the small classroom condition. The classroom size conditions did not significantly differ in cortisol response, but the large classroom condition showed marginally significant HRV indices, suggesting increased relaxation. No significant effects on executive functions or physiological responses were found in either window view condition. Overall, the findings suggest that classroom size may influence young children's cognitive flexibility.
