Virtual Reality Study on Cortisol Interaction with Preschool Classroom Size and Window View on Cognitive Outcomes: Implications for Early Childhood Educators

• 발행기관: The Pacific Early Childhood Education Research Association(환태평양유아교육연구학회)
• 저자명: Kijoo Cha
• 간행물 정보: 『Asia-Pacific journal of research in early childhood education』Vol.19 No.3, 249~272쪽, 전체 24쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2025.09.01

국문 초록

This study explored the interaction between baseline cortisol (BC) levels and spatial elements— specifically classroom size and window view—within a virtual reality (VR) early childhood classroom setting, to assess their impact on the cognitive functions of young adults (aged 19-28 years). The research involved 160 university students (80 male, 80 female) in South Korea. Participants' BC levels were determined through saliva assays, while additional data on demographics, fatigue, and sleep quality were gathered via questionnaires. They undertook computerized tests assessing memory, attention, and cognitive flexibility both before and after exposure to one of four VR scenarios, which differed in classroom size (large vs. small) and window view (natural vs. built). Regression analysis, adjusted for initial test scores, showed no main effects of VR conditions on cognitive outcomes. However, a significant moderating effect of BC was observed: participants with higher BC levels performed better on the card sorting task in large classroom settings compared to those with average or lower BC levels. No differences were noted in the small classroom condition. These findings highlight the potential interplay between the physical aspects of preschool environments and the differential susceptibility of adults, suggesting implications for optimizing educational practices through enhancing cognitive flexibility.

목차

Introduction

Literature Review

Methods

Results

Discussion

Limitations and Future Research

Conclusion

References

키워드

differential susceptibility preschool classroom size window view