Abstract
Background: Existing evidence suggests that caffeine consumption (CC) and air temperature (AT) can affect cognitive performance. Both factors can affect a whole-body measure (metabolism). The interactive effect between the two factors is less understood in the context of classrooms. Objective: The objective was to examine the main effects and interaction effect of CC and AT with undergraduate college students. Method: Eighteen participants were recruited in the study. Two levels of CC were examined, with caffeine and without caffeine. Three levels of AT were examined (16, 23 and 30 degrees C) inside a heat chamber. Humidity level was controlled at 32.8%. Participants performed Stroop test under each condition. Performance was defined as the Stroop test score and it was selected because it has demands similar to classrooms demands (visual and cognitive). Participants remained in the chamber for similar to 15 minutes under each condition. Analysis: Repeated measures analysis of variance (ANOVA) model was used to assess the main effects of AT and CC and their potential interactive effect on Stroop Effect. Major Findings: AT significantly affected performance; participants performed highest at 23 degrees C while comparable levels of performance were found in the other two AT levels. CC and the interactive effect between the two factors were not significant. The study findings highlight the need to optimize classrooms air temperature to facilitate higher cognitive performance.