The International Journal of Architectonic, Spatial, and Environmental Design, 2020
Sense of sight is a dominant factor in the learning process. Color and lighting are major contrib... more Sense of sight is a dominant factor in the learning process. Color and lighting are major contributors to sight that significantly influence visual quality and clarity in a learning environment. The purpose of this study is to explore how color-filtered lighting has an impact on lighting quality of interior learning environments and people’s emotions. By looking at color and light as one entity instead of two separate elements, this study focuses on how color-filtered lighting affects quantitative measurements of lighting, and pleasantness and energy levels of students in the learning environment. This exploratory quasi-experimental study took place over four weeks, and the data of lighting-condition changes and emotional responses were collected. The outcomes of the study present how different color-filtered lighting in learning environments affects the quality of lighting and participants’ pleasantness and energy levels. The results are discussed through visual analytic maps and statistical data between lighting and emotional state, which may provide new perspectives for designers to integrate appropriate colored lighting within learning environments.
This study analyzed the effectiveness of an alternate pedagogical approach in the form of standar... more This study analyzed the effectiveness of an alternate pedagogical approach in the form of standards-focused project-based learning (PBL) teaching model in psychology classes. Both the control and experimental groups initially adopted a negative attitude when presented with an alternate method of learning. They viewed the group project as an unnecessary task although the literature contradicts their initial perception. Data analyzed found that the experimental group that engaged the project and took responsibility for the learning of their peers scored significantly higher on the multiple-choice exam when compared to the control group. No significance was found in the second experimental group where majority of the students did their part, but did not report feeling a sense of responsibility for the learning of their peers. Key indicators for higher academic performance were: 1) high self-efficacy; 2) high level of perceived control; and 3) growth mindset.
This study was conducted to explore the levels of stress, anxiety, and depression that students i... more This study was conducted to explore the levels of stress, anxiety, and depression that students in higher education face today at a university located in the Pacific. Participants were given the 21-item Depression, Anxiety, and Stress Scale (DASS-21) and an open-ended response page where they could document their stressors and how they coped with them. The results showed no significant mean differences between the different classifications as students matriculate and between commuter and residential students. Significant differences were found primarily between males and females. When looking at the three scales, significant mean differences were found in stress and anxiety, whereas there was no significant difference in depression when comparing males and females. The mean stress, anxiety, and depression levels fell within the moderate level, which was concerning. The data suggests that targeted wellness programming focusing on building stronger relationships with peers, faculty an...
Lower than expected high-stakes examination scores were being observed in a first-year general ps... more Lower than expected high-stakes examination scores were being observed in a first-year general psychology class. This research sought an alternate approach that would assist students in preparing for high-stakes examinations. The purpose of this study was to measure the effectiveness of an alternate teaching approach based on the testing effect to address low high-stakes examination scores. This was accomplished through the introduction of an online quizzing application that utilized a game show-like user interface called Kahoot™. The results showed a significant difference in high-stakes examination scores for students who utilized Kahoot™ versus students who did not. It can be suggested that pedagogical tools like Kahoot™ have the potential to enhance and improve high-stakes examination scores at the college and university level. Students that used Kahoot™ felt positive about their experience. The results of this study also suggest that creating a fun and engaging environment also...
The International Journal of Architectonic, Spatial, and Environmental Design, 2020
Sense of sight is a dominant factor in the learning process. Color and lighting are major contrib... more Sense of sight is a dominant factor in the learning process. Color and lighting are major contributors to sight that significantly influence visual quality and clarity in a learning environment. The purpose of this study is to explore how color-filtered lighting has an impact on lighting quality of interior learning environments and people’s emotions. By looking at color and light as one entity instead of two separate elements, this study focuses on how color-filtered lighting affects quantitative measurements of lighting, and pleasantness and energy levels of students in the learning environment. This exploratory quasi-experimental study took place over four weeks, and the data of lighting-condition changes and emotional responses were collected. The outcomes of the study present how different color-filtered lighting in learning environments affects the quality of lighting and participants’ pleasantness and energy levels. The results are discussed through visual analytic maps and statistical data between lighting and emotional state, which may provide new perspectives for designers to integrate appropriate colored lighting within learning environments.
This study analyzed the effectiveness of an alternate pedagogical approach in the form of standar... more This study analyzed the effectiveness of an alternate pedagogical approach in the form of standards-focused project-based learning (PBL) teaching model in psychology classes. Both the control and experimental groups initially adopted a negative attitude when presented with an alternate method of learning. They viewed the group project as an unnecessary task although the literature contradicts their initial perception. Data analyzed found that the experimental group that engaged the project and took responsibility for the learning of their peers scored significantly higher on the multiple-choice exam when compared to the control group. No significance was found in the second experimental group where majority of the students did their part, but did not report feeling a sense of responsibility for the learning of their peers. Key indicators for higher academic performance were: 1) high self-efficacy; 2) high level of perceived control; and 3) growth mindset.
This study was conducted to explore the levels of stress, anxiety, and depression that students i... more This study was conducted to explore the levels of stress, anxiety, and depression that students in higher education face today at a university located in the Pacific. Participants were given the 21-item Depression, Anxiety, and Stress Scale (DASS-21) and an open-ended response page where they could document their stressors and how they coped with them. The results showed no significant mean differences between the different classifications as students matriculate and between commuter and residential students. Significant differences were found primarily between males and females. When looking at the three scales, significant mean differences were found in stress and anxiety, whereas there was no significant difference in depression when comparing males and females. The mean stress, anxiety, and depression levels fell within the moderate level, which was concerning. The data suggests that targeted wellness programming focusing on building stronger relationships with peers, faculty an...
Lower than expected high-stakes examination scores were being observed in a first-year general ps... more Lower than expected high-stakes examination scores were being observed in a first-year general psychology class. This research sought an alternate approach that would assist students in preparing for high-stakes examinations. The purpose of this study was to measure the effectiveness of an alternate teaching approach based on the testing effect to address low high-stakes examination scores. This was accomplished through the introduction of an online quizzing application that utilized a game show-like user interface called Kahoot™. The results showed a significant difference in high-stakes examination scores for students who utilized Kahoot™ versus students who did not. It can be suggested that pedagogical tools like Kahoot™ have the potential to enhance and improve high-stakes examination scores at the college and university level. Students that used Kahoot™ felt positive about their experience. The results of this study also suggest that creating a fun and engaging environment also...
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