A group of researchers led by Peter Barrett, a professor of property and building management in university of salford Institute of Architectural Environment, found that just changing the design and decoration of the classroom can have a significant impact on students' academic progress.

In order to measure students' performance, Professor Barrett's research team collected students' academic level in reading, writing and mathematics. By comparing the changes of a student's academic level at the beginning and end of a year, they found that classroom environment variables accounted for 16% of a student's academic progress in a year.

Professor Barrett's research team investigated three factors: stimulation, individuality and naturalness. Among these three factors, the "naturalness" level of a classroom-mainly natural light, air quality and temperature-accounts for about half of this remarkable influence, while the other two factors-"stimulation" and "personalization" account for about 1/4 respectively.

Based on the analysis and research of seven key aspects, Professor Barrett's research team proposed that lighting and lighting, air quality, temperature, flexibility, sense of ownership (putting students' works in the whole classroom), complexity (leaving 20% to 50% of classroom walls blank) and color can improve the classroom environment. Among them, the influence of lighting and light is more important than other factors, followed by students' sense of ownership of the classroom, and then the air quality.

Professor Barrett's research team pointed out that although these seven factors are well known and these targeted changes seem simple, they are really important and have obvious influence on students' learning, so teachers need to attach great importance to them. Appropriate changes are not easy and need careful design by teachers.