## 4 Discussion
Particularly noteworthy is the variance of less than 0.001, which translates into posterior analyses favouring coloured light across its entire spectrum, especially in the violet scenario, which shows a remarkably high effect size (0.972). With respect to impulsivity control, there is a notable paucity of the literature, and only [PERSON] et al. [12; 59] have made previous contributions. In their initial paper, the authors identified that the violet scenario once again manifested the most convincing values in relation to impulsivity control, a finding they reiterated in their subsequent publication. Based on the current data, we can validate these claims; however, unlike the findings related to attention, the Kruskal-Wallis test of variance does not support broad generalisations, as it does not yield significant \(p\)-values, nor do the subsequent post hoc or comparative analysis tests, so we cannot be conclusive on this issue. In consolidating the facets of the variable 'cognitive processes' in the dimension of figurative creativity, we indicate that this has been examined in studies such as those conducted by [PERSON] et al. [5], who concluded that creative tasks are optimally executed under red and blue lighting. In contrast, [PERSON] et al. [12] postulated that green light emerged as the most advantageous for enhancing students' figurative creativity; however, in subsequent research, the same researchers reported more favourable results associated with orange light [59]. Our findings now corroborate the pre-eminence of the green environment when assessing mean descriptive values, although the medians show a slightly altered result favouring the purple environment. In any case, the variance metrics are noteworthy (especially when juxtaposed with the natural pretest), as they are significant at their \(p\)-value, so the greater effect size aligns with the green condition in the post hoc analysis (although it is only moderate). Comparative evaluation with the two control groups that participated in different experimental contexts also reveals data supporting both the green and violet conditions. In the instrumental learning variable, the few references found in the academic literature speak of it as 'academic performance' without being very precise. For example, [PERSON] et al. [22] state that the impact of lighting on academic performance has been demonstrated, particularly in relation to CCT. Similarly, research by [PERSON] et al. [39], [PERSON] et al. [40] and [PERSON] et al. [41] concur on the significant influence of this CCT on academic performance, as already advanced and detailed in the first section of this article. Directly as coloured light, [PERSON] et al. [3] claim that the use of coloured lighting in educational settings has the potential to improve academic performance. More specifically, when addressing the aspect of mathematical competence, a detailed comparison can be made with the research conducted by [PERSON] et al. [12], which emphasises the effects of coloured lighting in educational settings. Their findings indicate that orange and green-lit scenarios yield superior results in terms of mathematical competence compared to alternative lighting conditions, highlighting a bit the green light scenario. In a subsequent study by the same authors [38], the results were divergent and identified violet light as the most conducive; although green light remained notably beneficial, their values were overtaken by the first. More recent data continue to suggest that violet light is the most effective for mathematical competence, and although it yields comparable results to other coloured lighting options, it is still clearly superior to natural lighting. Consequently, a variance value of \(p=0.003\) was obtained, which reinforced the distinction with respect to natural lighting in the subsequent analysis. In this context, the comparative evaluation yields limited significant results inconclusive. When focusing our attention on reading comprehension and written expression, the studies of [PERSON] et al.