Psychophysiological and Psychological Responses of Teenage Students Conducting Computer Programming Activities Combined with Horticultural Activities

IF 1 4区农林科学 Q3 HORTICULTURE

Horttechnology Pub Date : 2024-06-01 DOI:10.21273/horttech05311-23

Sun-Mi Lee, Sin-Ae Park

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引用次数: 0

Abstract

This study investigated whether coding (computer programming) and horticultural activities alone and combined have psychophysiological and psychological effects. Compulsory computer programming has been required in elementary schools in South Korea since 2018. A total of 34 participants, who were students between the ages of 11 and 16 years were involved in the study. Participants undertook the following activities in random order: connecting components, coding, horticultural activities, and combining coding and horticultural activities (run program, horticultural activities, and coding modifications). Brain waves were measured during the activity, and a subjective self-report evaluation was conducted at the end of each activity. In a spectral edge frequency of 50% of the alpha spectrum band, which indicates a comfortable, stable, and relaxed state, there was a significant difference in the left prefrontal pole when participants performed a combination of coding and horticultural activities (P < 0.001). In addition, there were significant differences in the coding activities based on horticultural activities (P < 0.05, P < 0.001), with a relatively low beta, indicating attention and alertness; relative mid beta, indicating active awareness; ratio of SMR to theta, indicating focused attention; and the ratio of mid beta to theta, indicating concentrated focus. It is judged that activities involving plant engagement can contribute to comfort, stability, focused attention, and positive effects in response to active stimuli. As a result of a subjective evaluation, it was found that horticultural activities had a positive effect on participants’ emotions (P < 0.01). This study demonstrates that horticulture-based coding activities have a positive impact on physiological relaxation and cognitive enhancement, and are also associated with subjectively reported positive emotions.

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结合园艺活动开展计算机编程活动的青少年学生的心理生理和心理反应

本研究调查了编码（计算机编程）和园艺活动单独或结合是否会产生心理生理和心理效应。自 2018 年起，韩国小学开始强制要求学生学习计算机编程。共有 34 名 11 至 16 岁的学生参与了这项研究。参与者按照随机顺序进行了以下活动：连接组件、编码、园艺活动以及编码与园艺活动相结合（运行程序、园艺活动和编码修改）。在活动过程中测量脑电波，并在每个活动结束时进行主观自我报告评估。在表示舒适、稳定和放松状态的阿尔法频谱带 50%的频谱边缘频率上，参与者在进行编码和园艺活动组合时，左前额极有显著差异（P < 0.001）。此外，基于园艺活动的编码活动也存在显著差异（P＜0.05，P＜0.001），相对较低的β表示注意力和警觉性；相对中等的β表示主动意识；SMR与θ之比表示集中注意力；中等β与θ之比表示集中注意力。据此判断，涉及植物参与的活动有助于提高舒适度、稳定性、集中注意力以及对积极刺激做出反应的积极效果。主观评价结果显示，园艺活动对参与者的情绪有积极影响（P < 0.01）。这项研究表明，以园艺为基础的编码活动对生理放松和认知提升有积极影响，也与主观报告的积极情绪有关。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Horttechnology 农林科学-园艺

CiteScore

2.30

自引率

10.00%

发文量

审稿时长

3 months

期刊介绍： HortTechnology serves as the primary outreach publication of the American Society for Horticultural Science. Its mission is to provide science-based information to professional horticulturists, practitioners, and educators; promote and encourage an interchange of ideas among scientists, educators, and professionals working in horticulture; and provide an opportunity for peer review of practical horticultural information.