Correlation Analysis of Learning Environment Factors and Concentration :

An Integrated Study of Physiological, Cognitive, and Subjective Responses

Abstract

This study investigates how physical environmental factors in school study spaces-illuminance, noise level, and spatial openness-affect students’ concentration and cognitive performance. Grounded in environmental psychology, the research adopts a multi-layered approach consisting of three components: a subjective perception survey, physiological measurement using EEG, and cognitive performance tests (Stroop and word memorization tasks). A survey of 60 middle and high school students revealed that quietness and moderate lighting were the most influential factors affecting perceived concentration. Subsequently, four experimental scenarios were developed based on actual illuminance, noise, and openness conditions observed in school study rooms. Six participants completed EEG-based concentration measurements and cognitive tasks under these controlled environments. The results showed that the baseline condition produced generally stable concentration levels, while the noise-enriched environment yielded high EEG concentration and memory performance. The low-light condition enhanced speed-based task performance, whereas the enclosed condition showed relatively lower concentration across measures. These findings demonstrate that optimal learning environments vary depending on task characteristics and the learner’s cognitive state. The study provides empirical evidence that supports strategic environmental design and adjustment for enhancing learning efficiency.