Effects of Outdoor Informal Learning Space Typologies on Cognition and Emotional Regulation: A Multimodal Psychophysiological Analysis of College Students' Self-study Activities

Informal learning spaces are increasingly seen as vital for self-study, prompt-ing research on how environmental features affect learning efficiency and well-being. This randomized controlled experiment examined three outdoor settings—waterfront, woodland, and semi-open plaza—by having 81 under-graduates complete 5-minute self-study tasks in each, with simultaneous electroencephalography (EEG) and heart rate variability (HRV) monitoring. Cognitive tasks, psychological scales, and environmental preference invento-ries were used to assess changes in learning states. Results showed signifi-cant differences across environments in physiological, cognitive, and psycho-logical responses. Compared to plazas, waterfront and woodland settings produced more favorable outcomes, as indicated by EEG, HRV, attention, and emotion metrics. Cluster analysis revealed structured, synergistic rela-tionships among indicators. Findings support the value of nature-based envi-ronments, especially waterscapes and woodlands, in enhancing physiologi-cal regulation and attentional restoration, providing empirical evidence for health-oriented design of campus informal learning spaces.