Topic: How does the color coding of information on the blackboard affect students' long-term memory?

The purpose of the study: The influence of the perception of educational material through color is relevant in modern education. The aim of the study is to study the effect of warm (red, orange, yellow) and cold (blue, green, purple) marker colors on long-term memory in students. The research aims to develop recommendations for effective visual perception of educational material to increase cognitive productivity in the classroom.

Research methodology: We believe that different colors of whiteboard markers can activate different areas of the cerebral cortex, which may have an impact on cognitive processes related to memory. Individual color preferences and color-related associations can modulate the effect of color gamut on memory processes.

The study was conducted as part of a Lesson Study involving 48 students (12-13 years old) in experimental and control classes. In the experimental class: the entries on the blackboard were made with markers of warm colors, in the control class - with markers of cold colors.

As part of the experiment, the educational material was presented in equal volume to both classes. The students completed an initial and repeated test to assess the immediate assimilation of the material with an interval of 14 days. The collected data was analyzed to identify differences in memorization between the groups.

Theoretical basis: The research is based on the theory of double coding by Allan Paivio, according to which visual and verbal elements of information are encoded and processed in various memory modules. Colors act as visual stimuli, so they can enhance cognitive processes by attracting attention and evoking emotional associations. European studies, such as the work of De Bruijn (2018), confirm that warm colors are more effective for attracting attention, while cold colors can promote concentration.

Research question:

How does the use of warm color markers affect students' long-term memorization of educational material?

  Cognition includes several interrelated mental processes, such as memory, attention, thinking, and perception, which mutually determine the success of educational processes and the achievement of innovative learning outcomes (Fuchs et al., 2019). Research in the field of educational psychology confirms the influence of various factors, including color and lighting, on cognitive processes and student productivity.

For example, Wichmann et al. (2002) found that the perception of color images and their subsequent memorization surpasses similar results with black-and-white images, although the difference remains insignificant. Moreover, Castro-Alonso et al. (2018) and Mogas-Recalde & Palau (2021) note that students' attention improves in bright light, while tasks requiring memorization are more effective.

Studies by Lekan-Kehinde & Asojo (2021) and Liu et al. (2022) show that proper lighting can improve students' perception of information, and Suh et al. (2020) emphasize the significant impact of color and light on the quality of the educational process.

These findings suggest that the color of the blackboard marker may also have a noticeable effect on students' cognitive functions. The problems and prospects of introducing coloristic elements into the educational process are actively discussed in modern research on psychology, pedagogy and teaching methods. Thus, arousal caused by emotional reinforcement plays an important role in learning and storing information in long-term memory. As early as 1976, Farley and Grant argued that colors have a positive effect on attention, citing research on cognitive processes and demonstrating the benefits of colored visual materials.

A study by Nolé et al. (2021) highlights the positive impact of color on the learning process, whether in a real or virtual educational environment. This confirms that using markers of different color shades can significantly improve students' perception and long-term memory.

Methodology and research methods A structured methodology has been developed to study the effect of color coding on concentration and long-term memory. The study included qualitative and quantitative methods of analysis. The lessons in the two classes were conducted under the same conditions (lesson duration, lighting, volume of material). In the experimental class, information on the blackboard was encoded using warm shades (red, orange, yellow), and in the control class - cold shades (blue, green, purple). Expected research results for student levels A, B and C To obtain high-quality data, students of different levels in the experimental and control classes were monitored: their level of attention, engagement, and reaction to the visual presentation of information. Level A – demonstrate high concentration of attention, assimilate up to 90-100% of the presented information, the warm color coding of the educational material will enhance the structuring of knowledge. It will save up to 85-95% of the information after 14 days. Level B - will demonstrate moderate concentration, which can be improved by using warm shades that attract attention. It will assimilate 70-85% of the information, and retain 50-65% of the information after 14 days. Level C – will have difficulty holding their attention, but the warm shades of the markers may briefly attract their attention. It will assimilate 50-65%. A warm range helps to attract interest, but the results will depend on additional factors (teaching methods, motivation). After 14 days — 30-40%. Color coding can improve the memorization of individual elements, but the overall retention of information will be limited. For quantitative analysis, tests were used to assess memory and concentration. After completing the lesson, students were asked to fill out a questionnaire, assessing how convenient and understandable it was for them to perceive information presented using a specific color coding. The focus group teachers recorded the visual reactions of the students, such as involvement in the process, the number of questions and comments, and activity during the lesson. Correlation analysis methods were used to determine the relationship between color coding and cognitive performance of students. Questionnaire questions: 1. The information on the board was clear and easy to understand. 2. The colors of the markers helped to better remember the key points. 3. I felt that information presented using different colors is easier to remember. 4. Using colors made the lesson more interesting.

In the experimental (22 students) and control (26 students) classes, a pre-test was conducted immediately after the lesson (short-term memory). The experimental class showed a 7% higher result, due to the stimulating effect of warm colors that attracted attention and facilitated the initial perception of the material. Post test – after 14 days (long-term memory). The difference in results among students of different levels reached 8%, demonstrating that long-term memorization remains higher in the experimental group. Conclusion: The color coding of warm shades had a positive effect on students' academic performance and long-term memory. The difference between the experimental and control classes remained stable (7-8%), which confirms the effectiveness of using warm colors to increase student productivity. Survey results: Experimental сlass (warm colors): Students A, B, and C noted that the warm colors of the markers helped them focus better on key aspects of the lesson. Control lesson (cold colors) the students also appreciated the help of cold colors in the perception of information, but their effect was less pronounced. Only the excellent student noted that the color helps to remember the key points. The survey results also helped to establish the extent to which colors can enhance the link between memory and emotional arousal (Eysenck and Keen, 2020). The focus group teachers interviewed the students and it turned out that most of the participants associate the color orange with feelings such as calmness, happiness, comfort, hope and peace. Black was associated with sadness, which confirms that colors produce an effect of emotional arousal. Warm shades had a positive effect on students' academic performance by creating interest and stimulating memorization. The results of this study may have practical significance for teachers of various subjects. We will continue our research by exploring the relationship between color, emotions, and cognitive processes.

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