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The Characteristics of the Learning Performance according to the Indoor Temperature of the Learning Environment and the Color of the Learning Materials

학습 환경의 실내 온도와 학습재료의 색채에 따른 학습수행의 특성

  • Kim, Boseong (Green Energy Technology Research Center, Kongju National University)
  • 김보성 (공주대학교 그린에너지기술연구소)
  • Received : 2012.11.21
  • Accepted : 2013.02.06
  • Published : 2013.02.28

Abstract

This study examined whether the combination of the indoor temperature on the learning environment and the colors of the learning materials affect the learning performance. To do this, the condition of indoor temperature was divided into three conditions: the neutral condition which is the appropriate temperature condition of the learning activities ($22.5{\sim}24^{\circ}C$), the high-temperature condition (> $24^{\circ}C$), and the low-temperature condition (< $22.5^{\circ}C$). In addition, colors of red, blue, black, and green were used as the warm, cold, and neutral colors, and the verbal-working memory task was used as the learning task. As a result, it was not significant differences in the response time of the learning task, whereas, in the accuracy rate of the learning task, the performance was more accurate in red- and black-color conditions. These results could be interpreted as the saliency and color-temperature of the red color, and the familiarity and specificity of the black color.

본 연구는 학습 환경의 실내 온도와 학습재료 색채와의 조합이 학습수행에 어떠한 영향을 미치는 지를 살펴보고자 하였다. 이를 위해 학습활동 적정온도($22.5{\sim}24^{\circ}C$)를 중심으로(중립 실내 온도 조건), 그 이상인 조건(고온 실내온도 조건), 그리고 그 이하인 조건(저온 실내 온도 조건)으로 각각 실내 온도 조건을 구분하였으며, 난색계열인 빨간색과 한색계열인 파란색, 그리고 중성인 검은색과 연두색으로 각각 색채 조건을 구분하였다. 학습과 관련된 과제로는 음운 작업기억 과제를 사용하여 집단 간 실내 온도 조건에 따른 색채 조건에서의 과제 수행을 살펴보았다. 그 결과, 학습과제의 반응시간에서는 각 독립변수들에 의한 차이가 유의하지 않은 반면, 정확률에서는 색채 조건 중 빨간색과 검은색 조건에서 보다 정확한 수행이 나타났다. 이는 빨간색이 가진 현저성과 색채 온도감 및 검정색이 가진 친숙성과 다른 색에 비해 유일하게 현저성을 가지지 않는 특이성이 존재하기 때문에 나타난 결과로 해석할 수 있다.

Keywords

References

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