Elevated ceiling heights reduce the cognitive performance of higher-education students during exams

Abstract

Examinations are a widely used assessment method in higher education. They are often conducted in large indoor environments that can accommodate high numbers of students to maximize scheduling and cost efficiency. Recent evidence, however, suggests enlarged room scale impacts brain activity that is associated with concentration, which could negatively impact cognitive performance. We analysed data (N = 15,400) from undergraduate students over eight years across three campuses at an Australian tertiary institution. Using a linear mixed model, we compared examination performance across different room scales, while accounting for coursework performance, and other variables. We found student examination performance was reduced in rooms with elevated ceiling heights. These results support the notion that built environment scale influences cognitive performance, and argue against conducting examinations in large scale, high-ceiling rooms.