Optimizing STEM Learning Environments: A Neuroscience Perspective on Indoor Environmental Quality and Mood Effect on Cognitive Performance in Engineering Students

Abstract

This dissertation investigates the influence of indoor environmental quality (IEQ) and emotional states on the cognitive performance and learning outcomes of engineering students. Given the critical role of higher-order cognitive functions—such as creativity, working memory, and cognitive inhibition—in academic achievement and problem-solving, this research examines how modifiable environmental factors, including temperature, humidity, lighting, wall color, and sound, shape these cognitive processes. Additionally, it explores the impact of emotional states, assessed using the Positive and Negative Affect Schedule (PANAS), on cognitive performance within educational settings.A key innovation of this research is the integration of neuroimaging techniques, particularly electroencephalography (EEG), to elucidate the neural mechanisms underlying these environmental and emotional influences. Event-related potential (ERP) analysis provides insights into how environmental stimuli modulate brain activity, revealing specific neural markers associated with cognitive functions. This study also evaluates which ERP components best represent distinct cognitive processes, bridging behavioral data—such as accuracy and reaction time—with neurophysiological evidence. The combination of EEG-based findings with behavioral performance and statistical analyses offers a comprehensive perspective on cognition in diverse environmental conditions. The primary objective of this research is to identify optimal learning environments and elucidate the role of emotional states in cognitive function. The results indicate that IEQ significantly affects cognitive performance, with factors such as lighting and sound exerting a substantial influence across various cognitive tasks. Optimal conditions varied by task: for most cognitive functions, moderate temperature and humidity were desirable, while a lighting intensity of 6700K was ideal, except in color-processing and cognitive inhibition tasks ( the Stroop task), where 2400K was more effective. Notably, this study pioneers in investigating the impact of auditory stimuli, such as click sounds, on vestibular stimulation and its subsequent influence on cognitive abilities. This novel exploration of the auditory-vestibular-cognition link provides new insights into leveraging sound to enhance cognitive performance. Furthermore, the research reveals that emotional states—both positive and negative—are associated with slower response times in working memory tasks, indicating a complex interaction between mood and cognitive performance. These findings underscore the importance of emotional regulation strategies in educational and professional settings. This research has significant implications for education, engineering, cognitive neuroscience, and neuroengineering. It provides evidence-based guidelines for optimizing learning and work environments, highlighting how task-specific lighting, temperature, and sound can enhance cognitive performance. In engineering and human factors, these findings support the design of adaptive workspaces and smart learning environments that dynamically adjust to users’ cognitive needs. From a neuroscientific and neuroengineering perspective, the study advances our understanding of how environmental stimuli influence brain function, particularly through EEG-derived ERP markers. The discovery of vestibular stimulation effects from auditory cues introduces a novel avenue for cognitive enhancement, with potential applications in brain-computer interfaces (BCIs) and neuroadaptive systems.