Campus greenness reportedly has a restorative effect on university students by reducing stress and fatigue. This study questioned whether more biodiverse green-spaces have more restorative effects than conventional lawns in campus environments. Unlike most previous studies solely relying on visual stimuli, this study focused on the effect of multisensory (visual and auditory) stimuli on mental restoration, which has been understudied. This study used a four-group pre-posttest-randomized experiment design (2 × 2 factorial design), and a 360-degree view video via an online platform survey. A total of 319 university students were randomly assigned to four experimental settings characterized by: (1) low-biodiversity with no sound, (2) high-biodiversity with no sound, (3) low-biodiversity with sound, and (4) high-biodiversity with sound. The restorative status and mood status at pre-intervention and post-intervention were evaluated using the restorative state scale (RSS) and the Short Form of The Profile of Mood States (POMS-SF). The results indicated that neither the level of biodiversity nor natural sound had a significant effect on restorative and mood states. However, there was a statistically significant interaction effect between auditory and visual stimuli in mood states. The presence of natural sound with a high biodiversity environment showed lower negative mood states than the absence of natural sound. Perceived biodiversity was also examined to clarify the possible association with these psychological responses. The results indicated that perceived plant species richness is positively associated with negative mood states. These discrepancies may be explained by poor biodiversity identification. The findings of this study add to a small but growing literature that indicates that a biodiverse campus environment leads to restorative effects for university students.

据报道，校园绿化通过减轻压力和疲劳对大学生有恢复作用。这项研究质疑在校园环境中，更多生物多样性的绿色空间是否比传统草坪具有更多的恢复作用。与以往大多数仅依赖视觉刺激的研究不同，本研究侧重于多感官（视觉和听觉）刺激对心理恢复的影响，这一点尚未得到充分研究。本研究使用四组前后测随机实验设计（2 × 2 因子设计）和通过在线平台调查的 360 度观看视频。共有 319 名大学生被随机分配到四个实验环境中，其特征是：(1) 低生物多样性没有声音，(2) 高生物多样性没有声音，(3) 低生物多样性有声音，以及 (4) 高生物多样性- 有声音的生物多样性。使用恢复状态量表（RSS）和情绪状态简表（POMS-SF）评估干预前和干预后的恢复状态和情绪状态。结果表明，生物多样性水平和自然声音都对恢复和情绪状态没有显着影响。然而，在情绪状态下，听觉和视觉刺激之间存在统计学上显着的交互作用。与没有自然声音的情况相比，具有高生物多样性环境的自然声音的存在显示出较低的负面情绪状态。还检查了感知的生物多样性，以阐明与这些心理反应的可能关联。结果表明，感知到的植物物种丰富度与消极情绪状态呈正相关。这些差异可能是由于生物多样性识别不善造成的。这项研究的结果补充了少量但不断增长的文献，这些文献表明生物多样性的校园环境会对大学生产生恢复性影响。