Natural Outdoor Settings Research Articles

Influence of Cultural Landscapes on Visitors’ Behavior in the Context of COVID-19 Social Distancing Policies: A Case Study of Open Public Spaces Inside Gyeongbok Palace

Background and objective: Many studies have highlighted the psychological benefits of natural outdoor environments and cultural heritage sites for visitors. However, few studies have investigated the combined impact of natural outdoor settings and cultural heritage sites considering contextual factors such as gender, age, time of day, and period on visiting patterns. This study aims to identify the impact of cultural landscapes on visiting patterns, focusing on the open public spaces of Gyeongbok Palace, Seoul.Methods: A mixed-method approach was used to examine the association between cultural landscape elements and visiting patterns. Descriptive statistics and correlation analyses were employed to assess how the cultural landscape affected visiting patterns from 2019 to 2021, considering the impact of COVID-19 social distancing policies. An on-site visit observation and analysis of previous case studies were conducted to further investigate the impacts of cultural landscape elements on visitors' behavior patterns.Results: The findings indicated that the cultural landscape played a role in shaping visitors' behaviors and revealed significant variations in visitation patterns based on visitors' age and the day of the week. A strong positive correlation was observed between teenagers and weekday visits, especially in 2020 when COVID-19 restrictions were in place and students were taking online classes. Furthermore, the results showed a noticeable increase in correlation scores in 2021 compared with those in 2019, supporting the notion of heritage sites serving as healing and relaxing places for people to enjoy as they age.Conclusion: The study findings provide an empirical basis for studying cultural heritage assets and other natural outdoor environments as a type of cultural landscape to enhance visitor satisfaction and provide positive benefits to visitors. It highlights the importance of preserving and promoting cultural landscapes as integrated systems of natural and cultural resources, which can be applied to heritage policies and management strategies.

Learning in and from the field: a qualitative study of affective engagement

Affective engagement is critical if environmental education is to promote pro-environmental behaviors. Given the contextual complexities impacting the affective domain in environmental education, affective engagement may vary depending on the programs, cohorts and classes. In this ethnographic case study, we used point-of-view (POV) camera glasses along with written and verbal student reflections to track the moment-to-moment first-person experiences and the post-trip reflections of secondary school students associated with an ecology field trip to a local coastal area. This case study offers an in-depth account of two students’ affective engagement during the field trip. One student demonstrated great interest and curiosity when learning about nature despite being scared to touch wildlife, whereas another student demonstrated limited interest in the field trip but showed a strong desire to protect nature. These findings suggest a complicated, unpredictable relationship between interest in and curiosity about nature, motivation and constraints to learn, environmental consciousness, intention, and ability to act on behalf of nature. Future research should attend to why students feel the way they feel and how they achieve affective learning outcomes during planned and chance encounters in natural outdoor settings.

Early Childhood Educators' Professional Learning for Sustainability Through Action Research in Australian Immersive Nature Play Programmes

In this paper, I provide insights into how action research influenced the movement of Australian early childhood educators' worldviews, identities, and their agency in relation to education for sustainability (EfS) in natural outdoor settings. This was integral to a larger study that explored early childhood educators' understandings of a nature-sustainability nexus and its influence on their pedagogies in Australian immersive nature play programmes. The findings indicated personal transformations for some participants as individuals and as teams of early childhood professionals, resulting in new discourses for EfS-with others engaging in an ongoing journey of disrupting dominant anthropocentric ways of thinking.

Exercise Spaces in Parks for Older Adults: A Qualitative Investigation

In response to demographic changes in recent years, an increasing number of parks have established exercise spaces for older adults. However, limited research has been conducted to investigate how older adults utilize, experience, and perceive these spaces. This study aims to explore their experiences of using these spaces and their perspectives on these spaces by using a qualitative descriptive research design. In-depth interviews were conducted with 32 users in three Hong Kong parks with low, medium, and high area-based socioeconomic statuses. The findings highlight that exercise spaces in parks can cultivate a positive environment allowing older adults with varying physical abilities and health statuses to remain active together as well as to support each other socially and emotionally in a natural outdoor setting. The participants' perspectives on the exercise space discussed in this study suggest that future plans for constructing such spaces in parks might benefit from a co-design approach.

AN EXPLORATION OF THE UNDERLYING REASONS OF PRESCHOOL CHILDREN’S BIOPHILIC TENDENCIES

This current study explores 48-60-month-old preschool children’s biophilic tendencies by explaining their reasons. The sample of the study consisted of 116 preschool children selected from four public preschools located in Mersin, Turkey. Children’s Biophilia Measure exploring young children’s levels of affinity toward nature was used as a data collecting material. The findings revealed that the frequencies of young children’s biophilic tendencies were much more than their non-biophilic tendencies. The effect of culture, including parental allowance and restriction, was the most striking factor influencing children’s biophilic or non-biophilic tendencies. The other factors affecting children’s tendencies were affordances of the natural outdoor settings for children’s play, safety hazards outdoors, having fun/feeling enjoyment during nature play, attractiveness/unattractiveness of a natural stimuli, curiosity, and previous experiences in natural environment. The finding of this research suggested that there is a need for accessible natural settings to ensure young children’s regular and direct interactions with nature; which in turn, strengthen their affinity toward nature. Article visualizations:

Increased relaxation and present orientation after a period of silence in a natural surrounding

ABSTRACT Introduction: Nature and silence and their interrelationship have been rarely-discussed topics in music therapy research. We therefore compared the experience of silence in an indoor setting (university lecture room) with silence in a natural outdoor setting (city garden). Methods: Following a non-randomized repeated-measure design, we conducted two sessions of experiencing silence (indoors and outdoors) lasting 6:30 minutes and guided by a qualified music therapist. Participants were students (n = 46) who experienced the two conditions in two different groups in reverse order with one week in between each session. After each session, participants filled out questionnaires pertaining to their senses of self, space and time during the period of silence, as well as their states of relaxation and boredom. Results: Silence both indoors and outdoors is effective in significantly fostering relaxation. The outdoor condition led to a stronger present orientation (experiencing the moment) and a reduced past orientation (referring to memories) accompanied by more relaxation and less boredom. Discussion: Silence in a natural setting has the potential to alter states of consciousness in a qualitative way that is comparable to meditation. Silence in nature could prove effective as part of guided music therapy sessions.

Helping factors in an outdoor adventure program

Summary A number of studies have addressed outdoor and adventure programs over the past 50 years. Despite empirical evidence that demonstrates the personal benefits of group interventions, research investigating the mechanisms responsible for these effects is scarce. This is particularly so for groups in natural outdoor and adventure settings. There is therefore a need to improve our understanding of the processes involved. This research focused on personal and interpersonal processes that occurred during an outdoor group expedition. Semi-structured interviews were undertaken with 23 subjects aged between 17 and 21 who had participated in an 18-day expedition. The data are examined through a theoretical framework known as “helping factors” often used when studying benefits of a group intervention. Findings The results show that participation in the program promoted self-understanding, interpersonal learning, socializing techniques, and cohesion. Altruism, imitative behavior, universality, and imparting information were also important. As for existential factors, corrective recapitulation of the family, catharsis, and hope, these were rarely mentioned if not absent. Applications The results give a better understanding of the helping factors in such programs and of their potential role in the group process, as well as their application in social work practice.

Restoration, well-being, and everyday physical activity in indoor, built outdoor and natural outdoor settings

Physical activity in natural settings has been found in experimental research to be more restorative than physical activity in built indoor or outdoor settings, yet we lack evidence of this in everyday life. In this study we examined recalled restoration (with the 9-item Restoration Outcome Scale) of the most recent physical activity session in indoor, built outdoor and natural outdoor settings using measurement invariance tests (n = 2577). We also compared the relationships between restoration, emotional well-being and frequency of physical activity in these groups. Recalled restoration formed two factors, Restorativeness and Assurance, in all groups, with equal loadings but partly varying item-specific means. Restorativeness was positively connected to emotional well-being in all settings but it did not explain the connection between well-being and physical activity in natural settings. Future studies could explore in more detail how emotional well-being and repeated restoration in different types of environments intertwine.

Do Lessons in Nature Boost Subsequent Classroom Engagement? Refueling Students in Flight.

Teachers wishing to offer lessons in nature may hold back for fear of leaving students keyed up and unable to concentrate in subsequent, indoor lessons. This study tested the hypothesis that lessons in nature have positive—not negative—aftereffects on subsequent classroom engagement. Using carefully matched pairs of lessons (one in a relatively natural outdoor setting and one indoors), we observed subsequent classroom engagement during an indoor instructional period, replicating these comparisons over 10 different topics and weeks in the school year, in each of two third grade classrooms. Pairs were roughly balanced in how often the outdoor lesson preceded or followed the classroom lesson. Classroom engagement was significantly better after lessons in nature than after their matched counterparts for four of the five measures developed for this study: teacher ratings; third-party tallies of “redirects” (the number of times the teacher stopped instruction to direct student attention back onto the task at hand); independent, photo-based ratings made blind to condition; and a composite index each showed a nature advantage; student ratings did not. This nature advantage held across different teachers and held equally over the initial and final 5 weeks of lessons. And the magnitude of the advantage was large. In 48 out of 100 paired comparisons, the nature lesson was a full standard deviation better than its classroom counterpart; in 20 of the 48, the nature lesson was over two standard deviations better. The rate of “redirects” was cut almost in half after a lesson in nature, allowing teachers to teach for longer periods uninterrupted. Because the pairs of lessons were matched on teacher, class (students and classroom), topic, teaching style, week of the semester, and time of day, the advantage of the nature-based lessons could not be attributed to any of these factors. It appears that, far from leaving students too keyed up to concentrate afterward, lessons in nature may actually leave students more able to engage in the next lesson, even as students are also learning the material at hand. Such “refueling in flight” argues for including more lessons in nature in formal education.

Early Childhood Environmental Education in Tropical and Coastal Areas: A Meta-Analysis

Early childhood years are the period of the greatest and most significant developments in ones’ life, and are generally regarded as the basis upon which the rest of their life is constructed. However, these early years are those that traditionally have received the least attention from environmental education. This paper was aimed to summarize several day-to-day activities that can be conducted to educate children in their early years about environment. Environmental education is an educational process that deals with the human interrelationships with the environment, and that uses an interdisciplinary problem solving approach with value clarification. Environmental education is aimed at producing a community that is knowledgeable about the biophysical environment and its associated problems, aware of how to solve these problems, and enthusiastic to work toward their solution. It highlights the progress of knowledge, understanding, attitudes, skills, and commitment for environmental problems and considerations. Further, environmental education can help children expand their ecological worldview, promote active care to the environment, and explain the relationship between modern life style and current environmental problems. Several types of environmental education have been identified from the literature, such as outdoor activities in natural outdoor setting, school gardening, play-based learning, and drawing activities. Each of these activities has its own characteristics and effects on children’s environmental-related attitudes and behaviors. Through these activities, the unique characteristics of tropical and coastal areas can potentially be used to facilitate children to learn about nature and environment. Recommendations for childhood education practitioners and future researchers are discussed.

Young children’s creativity in natural outdoor settings

Young children’s increased engagement with technology and “screen time” has created growing concern about children’s opportunities for connecting with nature. This article draws on data from three early childhood education (ECE) settings in New Zealand that prioritise the provision of regular experiences of natural outdoor environments. The article focuses on how young children respond creatively to elements of natural outdoor settings. The findings highlight some of the unique characteristics of these settings and how children’s creativity is supported through meaningful engagement with natural environments.

The influence of the environment on adventure tourism: from motivations to experiences

Inherent in most definitions of adventure tourism is the fact that it takes place in natural outdoor settings. Yet, the influence of this setting on the behaviour of adventure tourism consumers has yet to be adequately addressed. This study, therefore, investigates the relative strength and nature of environmental influences on adventure tourists in both motivations for participation and in the context of the experience. The results are based on questionnaires collected from 459 participants in adventure tourism activities along the southern coast of South Africa. They show that, although the majority of research on adventure tourism focuses on the ‘thrill’ involved, the environment is increasingly recognized as influential. The assessment of motivations, using a push and pull factor approach, demonstrates that the environment not only plays an important role in attracting adventure tourists towards specific destinations, but that they also seek out interactions with nature. In addition, participants suggested that the environment is an especially significant component of their experiences. The fact that the findings demonstrate the importance of the environment in both the motivations and experiences of adventure tourism participants, means that such an approach would make a definite contribution to discussions, planning, and policy linked to the adventure tourism industry.

Effects of a Pleasant Natural Odor on Mood: No Influence of Age

Certain fragrances significantly influence affective and cognitive states in humans as shown not only in the laboratory but also in natural outdoor settings. The aim of the present study was to investigate the influence of age on the relationship between a complex, natural odor and affective states, i.e., calmness, alertness and positive mood, in the field. The effect of a selected ambient odor on emotional well-being as well as on evaluations of odor intensity and pleasantness was assessed in healthy human subjects and compared with a control condition involving the same outdoor environment without the tested natural odor. The influence of age was studied in three different age groups, i.e., school children, young adults and elderly subjects. Despite overall emotional differences as a function of age, the tested ambient odor compared with the control condition improved subjective ratings of calmness, alertness and positive mood in all groups. Differences were found between age groups in regard to, odor pleasantness, but not intensity. We concluded that the beneficial effect of the natural odor on affective states is not constrained by age. Furthermore, we replicated our previous finding that pleasant natural fragrances in outdoor environments improve mood state in humans.

The relationship between perceived health and physical activity indoors, outdoors in built environments, and outdoors in nature.

Background:A body of evidence shows that both physical activity and exposure to nature are connected to improved general and mental health. Experimental studies have consistently found short term positive effects of physical activity in nature compared with built environments. This study explores whether these benefits are also evident in everyday life, perceived over repeated contact with nature. The topic is important from the perspectives of city planning, individual well-being, and public health.Methods:National survey data (n = 2,070) from Finland was analysed using structural regression analyses. Perceived general health, emotional well-being, and sleep quality were regressed on the weekly frequency of physical activity indoors, outdoors in built environments, and in nature. Socioeconomic factors and other plausible confounders were controlled for.Results:Emotional well-being showed the most consistent positive connection to physical activity in nature, whereas general health was positively associated with physical activity in both built and natural outdoor settings. Better sleep quality was weakly connected to frequent physical activity in nature, but the connection was outweighed by other factors.Conclusion:The results indicate that nature provides an added value to the known benefits of physical activity. Repeated exercise in nature is, in particular, connected to better emotional well-being.

A Self‐learning Framework for Statistical Ground Classification using Radar and Monocular Vision

Reliable terrain analysis is a key requirement for a mobile robot to operate safely in challenging environments, such as in natural outdoor settings. In these contexts, conventional navigation systems that assume a priori knowledge of the terrain geometric properties, appearance properties, or both, would most likely fail, due to the high variability of the terrain characteristics and environmental conditions. In this paper, a self‐learning framework for ground detection and classification is introduced, where the terrain model is automatically initialized at the beginning of the vehicle's operation and progressively updated online. The proposed approach is of general applicability for a robot's perception purposes, and it can be implemented using a single sensor or combining different sensor modalities. In the context of this paper, two ground classification modules are presented: one based on radar data, and one based on monocular vision and supervised by the radar classifier. Both of them rely on online learning strategies to build a statistical feature‐based model of the ground, and both implement a Mahalanobis distance classification approach for ground segmentation in their respective fields of view. In detail, the radar classifier analyzes radar observations to obtain an estimate of the ground surface location based on a set of radar features. The output of the radar classifier serves as well to provide training labels to the visual classification module. Once trained, the vision‐based classifier is able to discriminate between ground and nonground regions in the entire field of view of the camera. It can also detect multiple terrain components within the broad ground class. Experimental results, obtained with an unmanned ground vehicle operating in a rural environment, are presented to validate the system. It is shown that the proposed approach is effective in detecting drivable surface, reaching an average classification accuracy of about 80% on the entire video frame with the additional advantage of not requiring human intervention for training or a priori assumption on the ground appearance.

The effect of the physical environment and levels of activity on affective states

The physical environment and physical activity can independently improve positive affect. The current studies investigated the effects of two opposing environments (urban versus natural) and levels of activity (walking and sitting) on affective states in either a laboratory (study 1) or an outdoor setting (study 2). While doing each activity (walking and sitting in each environment), participants watched film clips of urban or natural outdoor settings (study 1), or were naturally immersed in an urban or a natural environment (study 2). Measures of affect were administered pre, mid and post each condition. Findings highlighted the benefits of being immersed in a natural outdoor environment with physical activity being key for positive effects on energy. Short bouts of sedentary behaviour increased state negative affect, tiredness, and decreased energy levels. Attempts by policy-makers, urban planners and public health promoters should encourage greater use of natural open space to promote acute psychological well-being.

3D reconstruction and classification of natural environments by an autonomous vehicle using multi-baseline stereo

In natural outdoor settings, advanced perception systems and learning strategies are major requirement for an autonomous vehicle to sense and understand the surrounding environment, recognizing artificial and natural structures, topology, vegetation and drivable paths. Stereo vision has been used extensively for this purpose. However, conventional single-baseline stereo does not scale well to different depths of perception. In this paper, a multi-baseline stereo frame is introduced to perform accurate 3D scene reconstruction from near range up to several meters away from the vehicle. A classifier that segments the scene into navigable and non-navigable areas based on 3D data is also described. It incorporates geometric features within an online self-learning framework to model and identify traversable ground, without any a priori assumption on the terrain characteristics. The ground model is automatically retrained during the robot motion, thus ensuring adaptation to environmental changes. The proposed strategy is of general applicability for robot’s perception and it can be implemented using any range sensor. Here, it is demonstrated for stereo-based data acquired by the multi-baseline device. Experimental tests, carried out in a rural environment with an off-road vehicle, are presented. It is shown that the use of a multi-baseline stereo frame allows for accurate reconstruction and scene segmentation at a wide range of visible distances, thus increasing the overall flexibility and reliability of the perception system.

Taking Kindergartners Outdoors: Documenting Their Explorations and Assessing the Impact on Their Ecological Awareness

Initiated by a team of educators and academics, the only full-day nature kindergarten program in British Columbia started operations in September 2012 at a local elementary school. Following the model of forest schools in Scandinavian countries, the nature kindergarten provides young children with large amounts of time in natural outdoor settings where they can play, explore and experience natural systems and materials. In this paper, we describe the creation of the nature kindergarten and the pedagogical principles on which it is based. We also illustrate children's experiences outdoors. Finally, we report preliminary findings of our research evaluating the effects of being in nature on children's nature relatedness and their environmentally responsible behavior.

Early childhood educators’ use of natural outdoor settings as learning environments: an exploratory study of beliefs, practices, and barriers

In efforts to encourage use of natural outdoor settings as learning environments within early childhood education, survey research was conducted with 46 early childhood educators from northern Minnesota (United States) to explore their beliefs and practices regarding natural outdoor settings, as well investigate predictors of and barriers to the educational use of these settings. Of the beliefs measured, only two were significantly related to frequency of use of natural outdoor settings: belief regarding difficulty in using natural outdoor settings and belief regarding their relationship to nature. The strongest predictor of use was belief regarding difficulty in using natural outdoor settings, accounting for 67.7% of the variance in the regression model. Results indicate primary barriers to be lack of walking access to natural outdoor settings, lack of time, winter weather, and safety concerns. These findings suggest efforts to increase early childhood educators’ use of natural outdoor settings should not focus on influencing their beliefs about the value of using natural outdoor settings in early childhood education, but instead on reducing barriers, thereby making the use of these settings seem more feasible.

Assessing Connections between Young Children's Affinity for Nature and Their Experiences in Natural Outdoor Settings in Preschools

The purposes of this research were to: develop a reliable measure of children's affinity for nature or “biophilia”; determine whether young children's biophilia was related to the “green-ness” of the outdoor play area of the preschool they attend; examine whether demographic variables are associated with children's biophilia; and determine whether demographic variables predict children's enrollment in nature-oriented programs. We recruited children from ten early childhood education programs—six that had outdoor play spaces with many natural elements and four that had few or none of these elements. One hundred fourteen preschool-aged children completed an 11-item measure of biophilia that included preferences for play locations (outdoors or indoors, during day and evening), enjoyment of sensory aspects of nature (viewing wildlife, listening to birds), exploring nature (digging for worms, examining insects), and curiosity about nature (learning about wild animals). Total biophilia scores of children attending preschools with and without natural playground elements were compared via ANOVA, which revealed no significant differences as a function of preschool playground type (nature, non-nature). Maternal education and family income were not associated with children's biophilia scores; however, children whose mothers completed more education and reported higher family income were more likely to be enrolled in programs with natural outdoor play spaces, suggesting that children who are disadvantaged in these factors may not have equal access to programs with natural play spaces.