| 摘要: |
| 为改善高校学生群体的身心健康状
况，提升校园室内学习空间的注意力恢复效
益，选取茉莉、柠檬和香薄荷三种植物作为
芳香疗法的应用材料，以脑电波信号数据评
估被试的注意力集中水平反映其恢复性效
益，以简易心理状况评定量表获取被试初始
心理状态，采用生理指标与心理指标相结合
的方法对不同种类、不同气味强度的活体芳
香植物对不同心理状态下高校学生群体的注
意力恢复作用展开探究。结果表明，在高校
室内学习空间中应用芳香疗法对处于学习状
态下的学生群体具有一定的注意力恢复作
用，并且活体芳香植物的种类、气味强度不
同程度地影响了其注意力恢复水平，而被试
本身的心理状态对恢复作用影响不大。芳香
疗法的应用是提升高校室内学习空间注意力
恢复效益的可靠途径，需合理配置适当气味
强度下的活体芳香植物以达到最佳的注意力
恢复效果。 |
| 关键词: 大学校园恢复性环境 芳香疗法 注意力恢复 室内学习空间 EEG分析 |
| DOI：10.13791/j.cnki.hsfwest. 20240403002 |
| 分类号: |
| 基金项目:国家自然科学基金面上项目（52378014）；黑龙江省自然科学基金面上项目（LH2021E068）；
黑龙江省高等教育教学改革研究项目重点委托项目（SJGZ20200196）；黑龙江省高等教育教学改革研究项目（研究生教育） |
|
| A study of the benefits of aromatic plants on college students’ attention restoration inindoor learning spaces in colleges and universities based on EEG analysis |
|
LI Tongyu,YI Ke,AN Xin,XUE Binxia,LAI Jinyu
|
| Abstract: |
| Mental health problems of students in higher education arising from academic performance,
career development and interpersonal interactions are of increasing concern to society. Studies have
shown that introducing natural elements into learning spaces that are in close contact with students has
a positive effect on their physical and mental health recovery. Aromatherapy refers to the use of spices
or aromatic plant to treat, alleviate and prevent illnesses. By stimulating the olfactory nerves, aromatic
plant volatiles can have a special effect on the physiological level of human beings, thus triggering a
specific emotional response and promoting physical and mental health. Jasmine, lemon and
peppermint, as representative species of aromatic plants, have demonstrated their restorative potential
in relevant studies. However, most of the studies on these aromatic plant species have focused on
verifying the restorative effects, and there is a lack of comparisons between different species and
intensities of effects, as well as a lack of studies that have shown attention to the special restorative
needs of college students, such as restoration of oriented attention. The experimental procedure was
divided into two main parts: the odour strength determination experiment and the attention recovery
experiment. The odour intensity experiment determined the specific number of pots corresponding to
three specific sizes of live aromatic plants at three levels of intensity: weak, moderate and strong. In the
attention recovery experiment phase, a total of 36 participants were randomly and equally divided into
three groups according to the odour intensity, and received the restorative effects of the living aromatic
plants simultaneously under certain means of attention interference. Electroencephalography (EEG)
can be used as a reliable indicator to assess the concentration level of the subjects attention in real-life
activities, and the BrainCo wearable wireless brainwave detector, a brain-computer interface device,
was used in this study to conduct real-time monitoring and data logging of the subjects’ attention state
in the immersive environment. The average brainwave value during the attention test was taken as the
attention index, and the larger the value represented the better the level of attention concentration and
the better the effect of attention recovery. At the same time, Kessler 10 scale was applied as an
assessment tool to obtain the initial mental state of the subjects before the experiment and correlate
with the attention recovery of the subjects after the experiment. The results of paired T-tests on the
experimental data showed that the subjects’ attention indices in the attention concentration test showed
some variability among the volatiles of different aromatic plant species and different odour intensities.
Six out of nine paired experiments showed that the odour of aromatic plants had a positive effect on the
attention recovery of university students, of which four pairs had a significant effect, suggesting that
specific living aromatic plants with appropriate odour intensity have an attention recovery effect inindoor learning spaces of universities, which is in line with the findings of aromatherapy research. Jasmine and mint showed more significant attention-restoring
effects at both low and moderate odour intensities, whereas lemon had a non-significant attention-restoring effect only at low odour intensities, and at higher
odour intensities, it decreased the subjects’ concentration level. Only a few groups showed significant differences in the attention recovery results under each
initial psychological condition, and overall, the initial psychological condition of the subjects had a limited effect on the attention recovery effect. At the end of
the experiment, further regression analyses of the attention indices of the three living aromatic plants at different odour intensities were carried out to derive the
optimal number of configurations of living aromatic plants under the conditions of the experimental site. The curve fitting results can be estimated that in the
study space used in this study (8.0m long, 5.6m wide and 4.0 m high), the optimal number of single-species configurations are 5 pots of jasmine (in full bloom,
de-potted to a height of about 25 cm and crown spread of about 25 cm) and 4 pots of scented peppermint (branching and foliage, de-potted to a height of about 10
cm, and crown spread of about 25 cm), whereas the results of the lemon regression analysis fitting showed that the F test results were all non-significant (p>0.05).
Taken together, the results of the study showed that jasmine and fragrant mint were more effective in restoring the attention of university student groups with
study tasks, and it is recommended that they should be deployed in appropriate quantities in indoor study spaces in higher education institutions for healing
purposes. In the future, the recovery benefits of aromatic plants for college students can be further explored by setting more types of aromatic plants, controlling
the duration of odour perception, and quantifying the odour concentration, in order to build a better indoor healing environment on college campuses. |
| Key words: restorative environments on university campuses aromatherapy attention restoration indoor learning spaces EEG analysis |
