This study explored how classroom visual atmospheres affect students’ affective responses and motivation to learn, providing evidence that considers the user-centred visual environment beyond energy performance and academic outcomes. The study combined observations of 21 classrooms with data from 452 students. Students evaluated the classroom visual environment and lighting attributes using a questionnaire with eight items derived from established research in the field. Motivation to learn was measured with four items covering tasks with varying cognitive demands. Emotional responses were assessed using a simplified circumplex model comprising four dimensions (positive, activation, engagement, and calmness) that capture four positive and four negative affective states. All measures used an 11-point Likert scale, appropriate for assessing nuanced responses among adolescents aged 12 and above. Positive perceptions of the classroom, lighting, and colour significantly influenced motivation. Among visual factors, classroom liking showed the strongest relationship with students’ positive emotions. Perceived warmth of lighting was particularly influential, correlating with higher levels of enthusiasm and interest. Motivation to learn was associated with students’ ratings of lighting and the classroom's overall appearance, with lighting emerging as the strongest predictor. Despite being rated lowest, classroom colour remained significantly related to motivation. Our findings contribute to addressing experiential aspects of learning environments, reinforcing the significant impact of the built environment on emotional states, motivation, and engagement.
Palarino-Vico et al. (Mon,) studied this question.