## 2 Materials and Methods  
### Statement of the Problem: Objectives, Questions and Hypotheses  
Based on existing knowledge, our research aims to achieve the following general objectives:  
* GO1. To investigate the impact of colour lighting on learning processes within primary school settings.  
* GO2. To investigate the effectiveness of 'Dynamic Colour' in primary school settings and its impact on learning processes. Therefore, the particular aims articulated in the format of distinct objectives are as follows:
* SO1. To evidence the impact of colour lighting on pupils' cognitive processes in primary school settings.
* SO2. To evidence the impact of colour lighting on pupils' basic instrumental learning in primary school settings.
* SO3. To evidence the impact of colour lighting on pupils' affective processes in primary school settings.
* SO4. To examine the advantages and disadvantages associated with the implementation of 'dynamic colour' in primary schools.
* SO5. To examine the possibility of using artificial intelligence to assist teaching decisions on dynamic lighting. In view of this, and taking into account previous research that assessed the impact of various coloured lighting conditions on student learning, we endeavoured to delve deeper into the basic cognitive, affective and instrumental mechanisms influenced by exposure to coloured lighting, employing an experimental framework that will be detailed in subsequent sections and which, if anything, aims to broaden the experimental sample by pooling data from several experimental situations. This approach aims to mitigate the limited robustness of the initial exploratory research predecessor in the literature [12], attributable especially to its exploratory nature and inadequate counterbalanced design, while improving consistency, reliability and validity and thus facilitating the derivation of more rigorous conclusions. Consequently, the specific objectives articulated are specified through the following research questions:
* RQ1. How does the use of coloured light influence cognitive processes of primary school pupils?
* RQ2. How does the use of coloured light influence basic instrumental learning of primary school pupils?
* RQ3. How does the use of coloured light influence affective processes of primary school pupils?
* RQ4. What are the advantages and disadvantages associated with the application of 'dynamic colour' in primary education settings?
* RQ5. Is it possible to use artificial intelligence to assist teaching decisions on dynamic lighting? Since hypotheses function as conjectural resolutions of the research [44], it is imperative that they be subjected to empirical examination [45]. Accordingly, the hypotheses put forward in this research are articulated as follows:
* H1. The use of colour lighting in primary schools' environments promotes the development of pupils' cognitive processes.
* H2. The implementation of coloured lighting in primary education classrooms facilitates an enhancement in the attainment of basic instrumental learning among pupils.
* H3. The implementation of colour lighting in primary schools facilitates an improvement in pupils' self-assessment of emotional processes.
* H4. The implementation of 'dynamic colour' lighting in primary educational environments offers the advantage of the flexibility of coloured lighting to adapt to the requirements of various activities.
* H5. Artificial intelligence can be a good assistant for teaching decisions about dynamic lighting.