High ceilings in exam halls linked to poor student performance

New research has found a link between the height of ceilings in exam halls and the performance of students.

While the shape of a room can't compensate for lack of revision or make students smarter, environments do affect our ability to concentrate and work on mental tasks.

The authors of the study, from the University of South Australia and Deakin University, suggest that big and open rooms with high ceilings make it harder for students to focus.

A previous study by the same researchers using brain mapping technology and virtual reality found a relationship between cognitive ability and the perceived size of surroundings.

This time, the team conducted real-world testing.

"We wanted to apply our lab findings to a real-world dataset and see if being in a large space like a gymnasium while concentrating on an important task would result in poorer performance," says environmental psychologist Isabella Bower from the University of South Australia.

The study analysed exam results from 15,400 students over eight years across three campuses, comparing their scores against expected results based on coursework.

Students in rooms with elevated ceilings underperformed compared to those in rooms with standard ceiling heights, even after accounting for other factors like age, gender, time of year, exam subject, and prior exam experience.

However, it's unclear whether the actual dimensions of the room are the cause or if other environmental factors like temperature, humidity, or the number of students are at play.

"These spaces are often designed for purposes other than examinations, such as gymnasiums, exhibitions, events, and performances," says Bower.

"Large rooms with high ceilings seem to disadvantage students, and we need to understand what brain mechanisms are at play and whether this affects all students equally."

Future research will aim to answer these questions. It's clear that the environment matters and that exams in non-custom-built rooms might not give students the best chance for success.

"Examinations have been a key part of our education system for over 1,300 years, shaping students' career paths and lives," says educational psychologist Jaclyn Broadbent from Deakin University. "It's crucial to recognise the potential impact of the physical environment on student performance and make necessary adjustments to ensure all students have an equal opportunity to succeed."

The research has been published in the Journal of Environmental Psychology.