Abstract
It is believed that one's ability to appreciate aesthetics, general health, and well-being are all impacted by the visible landscape. Lecture halls are a vital component of learning environments because they give lecturers and students a place to teach, learn, and do academic work. The purpose of this study is to examine the effects of landscape elements on user well-being in lecture rooms at the Federal University of Technology, Minna (FUTMINNA), Nigeria. Specifically, the study looks at the effects of natural light, vegetation, and outdoor views on user wellbeing. The study used a survey questionnaire approach to gather information from 200 staff members and students as a sample. The study found a number of crucial landscape elements that significantly affect students' well-being in lecture halls. According to the research, adding these landscape elements can greatly improve learning by boosting satisfaction overall, lowering stress levels, and enhancing concentration. Additionally, the study discovered that outdoor vistas and natural lighting were important in enhancing happy emotions and lowering negative ones. It also identified the particular types of flora that were most beneficial in enhancing wellbeing, such as trees and flowering plants. The study's findings can be applied to the design of lecture halls and other learning environments in the future, emphasizing the value of using landscape elements to improve user wellbeing and the learning process.

Keywords: Landscape, environment, natural elements, educational environments

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1. Allen, K. A., Kern, M. L., Vella-Brodrick, D., & Waters, L. (2017). School values: A comparison of academic motivation, mental health promotion, and school belonging with student achievement. The Educational and Developmental Psychologist, 34(1), 31-47.
2. Asigbee, F. M., Whitney, S. D., & Peterson, C. E. (2018). The link between nutrition and physical activity in increasing academic achievement. Journal of School Health, 88(6), 407-415.
3. Berger, J., Essah, E., Blanusa, T., & Beaman, C. P. (2022). The appearance of indoor plants and their effect on people's perceptions of indoor air quality and subjective well-being. Building and Environment, 219, 109151.
4. Brink, H. W., Loomans, M. G., Mobach, M. P., & Kort, H. S. (2021). Classrooms' indoor environmental conditions affecting the academic achievement of students and teachers in higher education: A systematic literature review. Indoor air, 31(2), 405-425.
5. Caruth, G. D. (2018). Student engagement, retention, and motivation: Assessing academic success in today’s college students. Participatory Educational Research, 5(1), 17-30.
6. Dadvand, P., & Nieuwenhuijsen, M. (2019). Green space and health. Integrating human health into urban and transport planning: A framework, 409-423.
7. Gilavand, A. (2016). Investigating the impact of environmental factors on learning and academic achievement of elementary students. Health Sciences, 5(7S), 360-9.
8. Gunn, C., Vahdati, M., & Shahrestani, M. (2022). Green walls in schools-The potential well-being benefits. Building and Environment, 224, 109560.
9. Hodson, C. B., & Sander, H. A. (2017). Green urban landscapes and school-level academic performance. Landscape and Urban Planning, 160, 16-27.
10. Kariippanon, K. E., Cliff, D. P., Lancaster, S. L., Okely, A. D., & Parrish, A. M. (2018). Perceived interplay between flexible learning spaces and teaching, learning and student wellbeing. Learning Environments Research, 21, 301-320.
11. Ko, W. H., Schiavon, S., Zhang, H., Graham, L. T., Brager, G., Mauss, I., & Lin, Y. W. (2020). The impact of a view from a window on thermal comfort, emotion, and cognitive performance. Building and Environment, 175, 106779.
12. Kweon, B. S., Ellis, C. D., Lee, J., & Jacobs, K. (2017). The link between school environments and student academic performance. Urban forestry & urban greening, 23, 35-43.
13. Morton, K. L., Atkin, A. J., Corder, K., Suhrcke, M., & Van Sluijs, E. M. F. (2016). The school environment and adolescent physical activity and sedentary behaviour: a mixed‐studies systematic review. Obesity reviews, 17(2), 142-158.
14. Naigaga, P. (2019). School facilities maintenance and students’ academic achievement in government aided secondary schools in Hoima district, Uganda (Doctoral dissertation, Kyambogo University).
15. Peters, T., & D’Penna, K. (2020). Biophilic design for restorative university learning environments: A critical review of literature and design recommendations. Sustainability, 12(17), 7064.
16. Realyvásquez-Vargas, A., Maldonado-Macías, A. A., Arredondo-Soto, K. C., Baez-Lopez, Y., Carrillo-Gutiérrez, T., & Hernández-Escobedo, G. (2020). The impact of environmental factors on academic performance of university students taking online classes during the COVID-19 Pandemic in Mexico. Sustainability, 12(21), 9194.
17. Rugel, E. J., Henderson, S. B., Carpiano, R. M., & Brauer, M. (2017). Beyond the Normalized Difference Vegetation Index (NDVI): developing a natural space index for population-level health research. Environmental research, 159, 474-483.
18. Sadiku-Dushi, N., Dana, L. P., & Ramadani, V. (2019). Entrepreneurial marketing dimensions and SMEs performance. Journal of Business Research, 100, 86-99.
19. Shishegar, N., & Boubekri, M. (2016, April). Natural light and productivity: Analyzing the impacts of daylighting on students’ and workers’ health and alertness. In Proceedings of the International Conference on “health, Biological and life science” (HBLS-16), Istanbul, Turkey (pp. 18-19).
20. Soga, M., Evans, M. J., Tsuchiya, K., & Fukano, Y. (2021). A room with a green view: the importance of nearby nature for mental health during the COVID‐19 pandemic. Ecological Applications, 31(2), e2248.
21. Soleimanipirmorad, S., & Vural, S. M. (2018). Effects of Educational Buildings Conditions on Education Quality. Creative Education, 9(13), 1978.
22. Tadesse, S., & Muluye, W. (2020). The impact of COVID-19 pandemic on education system in developing countries: a review. Open Journal of Social Sciences, 8(10), 159-170.
23. Taherdoost, H. (2019). What is the best response scale for survey and questionnaire design; review of different lengths of rating scale/attitude scale/Likert scale. Hamed Taherdoost, 1-10.
24. Trevino, J. E., Monsur, M., Lindquist, C. S., & Simpson, C. R. (2022). Student and nature interactions and their impact on mental health during the COVID-19 pandemic. International Journal of Environmental Research and Public Health, 19(9), 5030.
25. Wang, M. T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational psychology review, 28(2), 315-352.
26. Wang, R., Zhao, J., Meitner, M. J., Hu, Y., & Xu, X. (2019). Characteristics of urban green spaces in relation to aesthetic preference and stress recovery. Urban Forestry & Urban Greening, 41, 6-13.
27. Yin, J., Yuan, J., Arfaei, N., Catalano, P. J., Allen, J. G., & Spengler, J. D. (2020). Effects of biophilic indoor environment on stress and anxiety recovery: A between-subjects experiment in virtual reality. Environment International, 136, 105427.
28. Yin, J., Zhu, S., MacNaughton, P., Allen, J. G., & Spengler, J. D. (2018). Physiological and cognitive performance of exposure to biophilic indoor environment. Building and Environment, 132, 255-262.
29. Yu, C. P. S., & Hsieh, H. (2020). Beyond restorative benefits: Evaluating the effect of forest therapy on creativity. Urban Forestry & Urban Greening, 51, 126670.
30. Zhang, Y., Mavoa, S., Zhao, J., Raphael, D., & Smith, M. (2020). The association between green space and adolescents’ mental well-being: a systematic review. International journal of environmental research and public health, 17(18), 6640.

Abstract
It is believed that one's ability to appreciate aesthetics, general health, and well-being are all impacted by the visible landscape. Lecture halls are a vital component of learning environments because they give lecturers and students a place to teach, learn, and do academic work. The purpose of this study is to examine the effects of landscape elements on user well-being in lecture rooms at the Federal University of Technology, Minna (FUTMINNA), Nigeria. Specifically, the study looks at the effects of natural light, vegetation, and outdoor views on user wellbeing. The study used a survey questionnaire approach to gather information from 200 staff members and students as a sample. The study found a number of crucial landscape elements that significantly affect students' well-being in lecture halls. According to the research, adding these landscape elements can greatly improve learning by boosting satisfaction overall, lowering stress levels, and enhancing concentration. Additionally, the study discovered that outdoor vistas and natural lighting were important in enhancing happy emotions and lowering negative ones. It also identified the particular types of flora that were most beneficial in enhancing wellbeing, such as trees and flowering plants. The study's findings can be applied to the design of lecture halls and other learning environments in the future, emphasizing the value of using landscape elements to improve user wellbeing and the learning process.

Keywords: Landscape, environment, natural elements, educational environments

🔒 This is a subscription article

Full text is available to subscribers and institutional members. Please choose an option below to access it.

1. Allen, K. A., Kern, M. L., Vella-Brodrick, D., & Waters, L. (2017). School values: A comparison of academic motivation, mental health promotion, and school belonging with student achievement. The Educational and Developmental Psychologist, 34(1), 31-47.
2. Asigbee, F. M., Whitney, S. D., & Peterson, C. E. (2018). The link between nutrition and physical activity in increasing academic achievement. Journal of School Health, 88(6), 407-415.
3. Berger, J., Essah, E., Blanusa, T., & Beaman, C. P. (2022). The appearance of indoor plants and their effect on people's perceptions of indoor air quality and subjective well-being. Building and Environment, 219, 109151.
4. Brink, H. W., Loomans, M. G., Mobach, M. P., & Kort, H. S. (2021). Classrooms' indoor environmental conditions affecting the academic achievement of students and teachers in higher education: A systematic literature review. Indoor air, 31(2), 405-425.
5. Caruth, G. D. (2018). Student engagement, retention, and motivation: Assessing academic success in today’s college students. Participatory Educational Research, 5(1), 17-30.
6. Dadvand, P., & Nieuwenhuijsen, M. (2019). Green space and health. Integrating human health into urban and transport planning: A framework, 409-423.
7. Gilavand, A. (2016). Investigating the impact of environmental factors on learning and academic achievement of elementary students. Health Sciences, 5(7S), 360-9.
8. Gunn, C., Vahdati, M., & Shahrestani, M. (2022). Green walls in schools-The potential well-being benefits. Building and Environment, 224, 109560.
9. Hodson, C. B., & Sander, H. A. (2017). Green urban landscapes and school-level academic performance. Landscape and Urban Planning, 160, 16-27.
10. Kariippanon, K. E., Cliff, D. P., Lancaster, S. L., Okely, A. D., & Parrish, A. M. (2018). Perceived interplay between flexible learning spaces and teaching, learning and student wellbeing. Learning Environments Research, 21, 301-320.
11. Ko, W. H., Schiavon, S., Zhang, H., Graham, L. T., Brager, G., Mauss, I., & Lin, Y. W. (2020). The impact of a view from a window on thermal comfort, emotion, and cognitive performance. Building and Environment, 175, 106779.
12. Kweon, B. S., Ellis, C. D., Lee, J., & Jacobs, K. (2017). The link between school environments and student academic performance. Urban forestry & urban greening, 23, 35-43.
13. Morton, K. L., Atkin, A. J., Corder, K., Suhrcke, M., & Van Sluijs, E. M. F. (2016). The school environment and adolescent physical activity and sedentary behaviour: a mixed‐studies systematic review. Obesity reviews, 17(2), 142-158.
14. Naigaga, P. (2019). School facilities maintenance and students’ academic achievement in government aided secondary schools in Hoima district, Uganda (Doctoral dissertation, Kyambogo University).
15. Peters, T., & D’Penna, K. (2020). Biophilic design for restorative university learning environments: A critical review of literature and design recommendations. Sustainability, 12(17), 7064.
16. Realyvásquez-Vargas, A., Maldonado-Macías, A. A., Arredondo-Soto, K. C., Baez-Lopez, Y., Carrillo-Gutiérrez, T., & Hernández-Escobedo, G. (2020). The impact of environmental factors on academic performance of university students taking online classes during the COVID-19 Pandemic in Mexico. Sustainability, 12(21), 9194.
17. Rugel, E. J., Henderson, S. B., Carpiano, R. M., & Brauer, M. (2017). Beyond the Normalized Difference Vegetation Index (NDVI): developing a natural space index for population-level health research. Environmental research, 159, 474-483.
18. Sadiku-Dushi, N., Dana, L. P., & Ramadani, V. (2019). Entrepreneurial marketing dimensions and SMEs performance. Journal of Business Research, 100, 86-99.
19. Shishegar, N., & Boubekri, M. (2016, April). Natural light and productivity: Analyzing the impacts of daylighting on students’ and workers’ health and alertness. In Proceedings of the International Conference on “health, Biological and life science” (HBLS-16), Istanbul, Turkey (pp. 18-19).
20. Soga, M., Evans, M. J., Tsuchiya, K., & Fukano, Y. (2021). A room with a green view: the importance of nearby nature for mental health during the COVID‐19 pandemic. Ecological Applications, 31(2), e2248.
21. Soleimanipirmorad, S., & Vural, S. M. (2018). Effects of Educational Buildings Conditions on Education Quality. Creative Education, 9(13), 1978.
22. Tadesse, S., & Muluye, W. (2020). The impact of COVID-19 pandemic on education system in developing countries: a review. Open Journal of Social Sciences, 8(10), 159-170.
23. Taherdoost, H. (2019). What is the best response scale for survey and questionnaire design; review of different lengths of rating scale/attitude scale/Likert scale. Hamed Taherdoost, 1-10.
24. Trevino, J. E., Monsur, M., Lindquist, C. S., & Simpson, C. R. (2022). Student and nature interactions and their impact on mental health during the COVID-19 pandemic. International Journal of Environmental Research and Public Health, 19(9), 5030.
25. Wang, M. T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational psychology review, 28(2), 315-352.
26. Wang, R., Zhao, J., Meitner, M. J., Hu, Y., & Xu, X. (2019). Characteristics of urban green spaces in relation to aesthetic preference and stress recovery. Urban Forestry & Urban Greening, 41, 6-13.
27. Yin, J., Yuan, J., Arfaei, N., Catalano, P. J., Allen, J. G., & Spengler, J. D. (2020). Effects of biophilic indoor environment on stress and anxiety recovery: A between-subjects experiment in virtual reality. Environment International, 136, 105427.
28. Yin, J., Zhu, S., MacNaughton, P., Allen, J. G., & Spengler, J. D. (2018). Physiological and cognitive performance of exposure to biophilic indoor environment. Building and Environment, 132, 255-262.
29. Yu, C. P. S., & Hsieh, H. (2020). Beyond restorative benefits: Evaluating the effect of forest therapy on creativity. Urban Forestry & Urban Greening, 51, 126670.
30. Zhang, Y., Mavoa, S., Zhao, J., Raphael, D., & Smith, M. (2020). The association between green space and adolescents’ mental well-being: a systematic review. International journal of environmental research and public health, 17(18), 6640.