In a groundbreaking study published in the *Journal of Daylighting* (translated from Indonesian as *Jurnal Penerangan Siang*), researchers have uncovered how classroom window views can significantly impact students’ cognitive performance and psychological well-being, particularly in energy-efficient, green campus settings. Led by Floriberta Binarti from the Department of Architecture at Universitas Atma Jaya Yogyakarta, the research delves into the neurophysiological responses of students to different types of window views—forest, park, and city—using advanced EEG technology.
The study involved ten architecture students who experienced six virtual reality-simulated classroom conditions, each featuring varied window orientations and external views. These classrooms were designed to meet green building standards, with their energy and daylighting performance validated using OTTV calculations and simulations in EnergyPlus and Radiance via DesignBuilder. EEG data were recorded using a 14-channel Emotiv EPOC X headset, and the analysis spanned delta to gamma frequency bands through power spectral and topographic mapping.
The results were striking. Forest views consistently evoked the most restorative neural responses, characterized by increased alpha and theta activity and decreased beta and gamma power. “This suggests that exposure to dense greenery can significantly enhance cognitive performance and psychological well-being,” Binarti explained. In contrast, city views triggered neural patterns associated with cognitive load and overstimulation, while park views supported balanced attentional engagement.
The implications for the energy sector are profound. As educational institutions increasingly adopt green building standards, the integration of biophilic elements—particularly dense greenery—into classroom design could become a key factor in enhancing student well-being and academic performance. This research underscores the importance of considering not just energy efficiency but also the psychological impact of the built environment.
“By prioritizing biophilic design, we can create learning spaces that are not only energy-efficient but also conducive to students’ cognitive and emotional health,” Binarti added. This study, published in the *Journal of Daylighting*, provides a compelling case for the energy sector to invest in sustainable design practices that go beyond mere energy savings, ultimately fostering healthier and more productive learning environments.
As the demand for green campuses grows, this research could shape future developments in the field, encouraging architects and builders to incorporate more natural elements into their designs. The findings suggest that the benefits extend beyond environmental sustainability, touching on the very core of human well-being and performance. In an era where sustainability and human-centric design are increasingly intertwined, this study offers valuable insights for the future of educational architecture and the energy sector at large.