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

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.