Nature Pictures for a Restorative School Environment – Effects of Nature Pictures on Pupils’ Cognitive and Psychological Functions

Abstract: Pupils tend to experience ‘attentional fatigue’ after persistently demanding their attentional system during school hours, resulting in decreased psychological well-being and a lack of attention, along with losses of other cognitive functions. Previous research found natural elements in a school environment to restore pupils’ depleted attentional system. The present study aimed at investigating nature pictures as a restorative source in a classroom setting. Hereby, it was hypothesized that primary school students perceive nature pictures as more restorative than pictures of urban environments. It was further hypothesized that following the presentation of nature pictures, pupils show better cognitive performance and psychological well-being than after the exposure to pictures of built environments. To account for potential sex differences, it was additionally hypothesized that perceived restoration as well as cognitive and psychological benefits following the presentation of nature pictures differs in girls and boys. In total, 40 German primary school pupils attending second to fourth grade completed tasks assessing directed attention and momentary mood state following the presentation of pictures, whereas perceived restoration was measured during the exposure to pictures. The results support that pupils perceived nature pictures as more restorative than of urban environments. However, contrary to expectations, measurements of pupils’ directed attention and momentary mood state did not significantly differ after the exposure to pictures of nature and urban environments. Also, proposed sex differences were not detected. Hence, in the present study, pictures of nature did not function as an indoor source of an immediate restorative experience in a school context.