The Role of Nature Cues and Nature Relatedness in Academic Motivation and Engagement
Bibliographic record
Abstract
Nature exposure in the form of immersion in natural environments can benefit students in multiple ways. Across four studies, we examined whether nature exposure in the form of visual nature cues on instructional materials might increase academic motivation and engagement among university students. Visual nature cues were presented via PowerPoint backgrounds (Study 1), online Zoom lecture backgrounds (Study 2), and on the background of calendars people used to plan for an upcoming assignment or exam (Studies 3 and 4). In each study and an internal meta-analysis, we found no evidence that nature cues increased academic engagement or motivation compared to other background images. However, participants’ self-reported nature relatedness was linked to greater academic engagement and motivation in each study and the internal meta-analysis. The interaction between nature relatedness and nature exposure was not significant. We conclude that embedding visual nature cues in educational material is not sufficiently impactful to have an effect on academic motivation and that immersion and interaction with nature in a fuller sense may be necessary to reap motivational benefits.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.010 | 0.041 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.004 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".