When visual stimulation of the surrounding

environment affects children’s cognitive

performance
Pedro F.S. Rodrigues    , Josefa N.S. Pandeirada 
a b a

Abstract
Visual distraction is widely studied in children, particularly in
visuospatial cognitive tasks. In these studies, targets and distractors are
usually shown in the same display (e.g., the computer screen). However,
children are constantly exposed to visually enriched environments (e.g.,
elementary school classrooms), and little is known about their influence
on children’s cognition. Although the importance of the surrounding
environment is well recognized in the literature, few experimental
studies have explored this question. We propose an alternative paradigm
to study visual distraction in children that brings together the rigor
of experimental psychology and more ecological validity on the exposure
to potential environmental distractors. Our study was designed to
investigate whether a high-load versus low-load visual surrounding
environment influences children’s cognitive performance as evaluated by
four different cognitive tasks. A sample of 64 children (aged 8–12 years)
completed two sessions in two environmental conditions: a high-load
visual surrounding environment and a low-load environment. In each
session, they performed visuospatial attention and memory tasks.
Overall, the results suggested that the high-load visual environment
affected children’s cognitive performance given that children performed
better in the low-load visual environment (e.g., higher percentage of hits,
higher Corsi span). Understanding the impact that a visually rich
surrounding environment has on children’s cognitive processes that
support more complex ones is important to support recommendations
on how the environment should be organized to foster better daily
activities.
https://www.sciencedirect.com/science/article/abs/pii/S0022096518300390
Dos and Don’ts of Classroom Decorations
What you put on your classroom walls can affect your students’
ability to learn.
By Youki Terada
October 24, 2018

Heavily decorated classrooms can bombard students with too much

visual information, interfering with their memory and ability to focus, a  new
study  finds.
This is just the latest study to examine the relationship between
classroom environment and students’ executive functions, which include
skills like memory, attention, and self-regulation. While teachers have good
intentions when decorating, many classrooms end up being “sensory-rich” in
a way that “could hamper children’s learning gains rather than help,”
according to psychologists Pedro Rodrigues and Josefa Pandeirada, who
coauthored the study.
To understand how decorations affect learning, Rodrigues and Pandeirada
recruited 64 children between 8 and 12 years old to perform attention and
memory tasks in two groups. For the high-decoration group, the walls of the
room were covered with numerous pictures of ordinary objects and scenes,
such as cars, musical instruments, and trees. Walls in the control group’s
room, on the other hand, were bare.
The children performed a series of tasks designed to test their attention
and memory. In one attention test, for example, they observed a laptop
screen, pressing a button if an X appeared and doing nothing if a K appeared.
In a memory test reminiscent of the electronic game Simon Says, the children
observed nine blue squares that changed to yellow in varying sequences,
which the children attempted to repeat. A total of four tests were given—two
for memory and two for attention.
Compared to children in the bare-wall room, children in the high-
decoration room performed worse on all tests, which suggests that too much
visual stimulus can be a distraction.
“Overall, the results from these studies indicate that children could
have difficulty in ignoring visual distractors when these are embedded in the
surrounding environment,” the study authors explain.

https://www.edutopia.org/article/dos-and-donts-classroom-decorations/
 Striking a Balance: The Debate Over Classroom Wall
Decorations
AUGUST 19, 2023

In a recent move that has stirred controversy and debate within the education
community, the DepEd has issued a directive to remove all unnecessary wall
decorations from classrooms, in adherence to DepEd Order No. 21. While the
intention behind this directive, fostering an environment conducive to student focus,
is arguably and relatively commendable to some, it has ignited discussions about the
broader implications it might have on the overall educational experience.
DepEd Order No. 21 explicitly emphasizes that classroom walls must be bare
and “free from unnecessary artwork, decorations, tarpaulin, and posters at all
times” to ensure students can maintain their attention on academic pursuits. The
rationale is grounded in the belief that minimizing visual distractions will enhance
learning outcomes. However, this directive raises important questions about the role
of art, culture, and creativity in education.
Advocates of this directive argue that a clutter-free environment reduces
sensory overload, helping students concentrate better and absorb information more
effectively. They contend that too much visual stimulation can indeed lead to
distraction, and that minimalistic classrooms can create a serene atmosphere
conducive to focused learning.
On the other side of the debate, opponents assert that classroom decorations
go beyond mere embellishments. Art, educational posters, and other visual aids
serve as tools to engage and inspire students, sparking curiosity and fostering critical
thinking. Visual stimuli can ignite discussions, encourage interdisciplinary
connections, and create a vibrant learning environment that stimulates young minds.
These visual elements can offer a much-needed break from rigorous academic
content, providing a holistic education that extends beyond textbooks.
Furthermore, it’s worth considering the impact on educators. Teachers often
spend significant time crafting their classroom environments to be both functional
and inspiring. Stripping away these personal touches could dampen their enthusiasm
and creativity, indirectly affecting the quality of their instruction.
The issue at hand is one of balance. Education should be about striking a
harmonious relationship between discipline and creativity, structure and imagination.
It’s essential that we don’t fall into the trap of perceiving education as a strictly
utilitarian process. The presence of artwork and educational displays can enhance a
sense of belonging and pride among students, fostering a positive attitude towards
learning.
Rather than an outright ban, a more nuanced approach could be explored.
Encouraging educators to curate their classrooms with purposeful, educationally
relevant materials can strike a balance between the need for focus and the nurturing
of creativity. Offering guidelines for maintaining a distraction-free environment while
allowing for a certain level of customization could satisfy both sides of the debate.
In a world where innovation and critical thinking are increasingly prized, it’s
crucial that education embraces the role of art and creativity. Ultimately, the objective
should be to empower students to engage deeply with their studies while also
nurturing their innate curiosity and imagination. The discussion surrounding
classroom wall decorations serves as a reminder that the path to effective education
lies in finding equilibrium rather than embracing absolutes.
https://batasfilipinas.com/debate-over-classroom-wall-decorations/#google_vignette