Effects of coloured light on the written linguistic competence of primary pupils
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Abstract
The colours of educational environments affect the cognitive and learning processes of students. Traditionally, this has been taken into account and it has been possible to study the colour of classroom elements. Such studies have not yet achieved the necessary systematisation and rigour to draw practical methodical conclusions. Currently, diode-emitting light (LED) technology makes it possible to generate a source of "coloured light" that is an integral part of the classroom environment, whose dynamic peculiarity means that it can be adapted to the needs of the educational process. As previous work has shown, exposure to different "coloured light" scenarios can influence learning. The current study analyses the influence of such "coloured light" on primary school pupils, more specifically on their written linguistic competence. For this purpose, a quasi-experimental methodology based on the design of equivalent materials has been used in a rural primary school, where four "coloured light" scenarios have been designed, the first of which has been used as a pretest. Repeated values were taken for written expression and comprehension, observing how these can be determined by changing the different 'coloured light' scenarios. The results of the research are mixed, finding more conclusive values for written expression and less so for comprehension. In any case, the dynamism of "coloured light" stands out as an interesting technology for application in the classroom.