Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
22,315
result(s) for
"Classrooms Design."
Sort by:
Do Attention and Memory Tasks Require the Same Lighting? A Study in University Classrooms
Lighting plays a fundamental role in learning spaces as it influences students’ performance. Nowadays, new technologies and new teaching methods in higher education mean that very different visual tasks are performed in the classroom, so further research is necessary to identify what lighting is best suited to these new tasks. The objective of the study is to analyse the impact that variations in levels of illuminance and Correlated Colour Temperature (CCT) of classrooms have on the cognitive functions (attention and memory) of university students. The cognitive performance of 90 participants was evaluated based on attention and memory tasks. The participants had to view nine virtual classroom configurations, with three different illuminance settings (100 lx, 300 lx and 500 lx) and three CCTs (3000 K, 4000 K and 6500 K). The results showed that attention and memory tasks require different level of illumination. While attention improves with higher light levels, memory improves with lower light levels. Higher CCTs generate better performance in both attention and memory tasks. These results highlight the link between lighting and students’ cognitive responses. This study and its methodology can be useful for architects and researchers as they establish lighting design guidelines capable of improving students’ cognitive processes.
Journal Article
Designing a caring classroom community: a propensity score matching study
Factors that support learner engagement and achievement are vast. School learning environments can promote care for learners. The present year-long study examined the Designed Caring Classroom Intervention in 17 s grade classrooms in a large school district. To examine the effect of the intervention on second grade learners’ mathematics and reading achievement on (N = 568), propensity score matching statistical techniques were employed. The intervention included designing the physical learning environment to be learner centered. Each classroom in the treatment group had a designated calm corner to support students’ social emotional needs and followed curricular approaches to support a positive and caring learning environment. For second grade students in the intervention group (n = 302), absenteeism and behavioral referrals predicted students’ mathematics assessment scores (F(3, 551) = 34.210, p < .001), accounting for approximately 16% of the variance. Measured in weeks, those in the treatment group outperformed those in the control group by two to two- and one-half weeks. Implications for practice are discussed.
Journal Article
A Comparative Study of Real and Virtual Environment via Psychological and Physiological Responses
Currently, immersive virtual environments (IVE) are widely used in fields such as architecture and environmental psychology. These simulated environments allow for a detailed evaluation of how different designs impact users’ perception and interaction with the built environment, under controlled conditions and without incurring high costs. The validity of these IVEs is related to their capacity to evoke a participant’s response similar to that of the space they are simulating. This paper presents a validation study of a virtual classroom with two phases: the analysis of the sense of presence in the generated IVE and the comparison of the psychological and neurophysiological response of subjects in the two environments (physical vs. IVE). The psychological response captures cognitive processes via the performance of attention and memory tasks. The physiological response records the subject’s activity monitored via electroencephalogram, electrocardiogram, and electrodermal activity. The results showed that the psychological and physiological responses in both environments (physical vs. IVE) were similar. This may be of interest to architecture researchers and professionals as they validate IVE systems as tools to study the effects of the built environment on users’ cognitive responses.
Journal Article
Does this chair make me look smart? An examination of flexible seating in the higher education classroom
Changes in student expectations and attitudes combined with research on the positive relationship between active engagement and student learning have many college administrators and planners in higher education reconsidering classroom design. One element of classroom design that has the potential to address the unique needs of an increasingly diverse university population is flexible seating; however, most of the research on flexible seating is anecdotal and has been done on elementary student populations. Guided by Barkley’s model of student engagement in the college classroom, this mixed-methods study evaluated student perceptions and the academic, social, and emotional impacts of flexible seating in the higher education classroom. Results suggest that flexible seating positively impacts students’ experience in the higher education classroom including the ability to move during class, greater comfort, increased focus and engagement, reduced anxiety, and decreased pain. In addition, students with disabilities and anxiety may be more like to choose flexible seating. Implications and future research on the use of flexible seating in the higher education classroom are included.
Journal Article
Environmental Assessment for Sustainable Educational Spaces: Optimizing Classroom Proportions in Taif City, KSA
Sustainable development in educational environments requires a holistic approach to architectural design, balancing multiple environmental functions to optimize student well-being and energy efficiency. According to architectural standards, rectangular classrooms typically have a shallow proportion, meaning the external facade is longer than the internal sides. While this design ensures adequate natural lighting, essential for classroom visual functions, it may not fully align with the sustainability goals in regions with diverse environmental characteristics. This diversity can lead to shortcomings in other aspects of human comfort or environmental performance, as optimizing one function may negatively impact others, while the environmental efficiency of architectural spaces should not be judged solely on a single comfort criterion. A holistic study should evaluate common architectural shapes and proportions to ensure they align with the Green Architectural principles for specific locations. This manuscript compares eight rectangular classrooms with different external-to-internal wall proportions and window-to-wall ratios (WWR) to determine their suitability for Taif City, KSA schools. The case studies include variations in window sizes (10.5 m2 and 14 m2) and orientations (North and South), providing a comprehensive evaluation of their impact on human comfort. Simulation results reveal that the common classroom proportion did not yield the highest green credits, suggesting it may not be optimal for all regions, including Taif City. The findings emphasize the need to reconsider standard classroom dimensions to better align with local environmental conditions and Green Architecture principles, contributing to the broader goals of sustainability and sustainable development in educational infrastructure.
Journal Article
A Simulation-Based Study of Classroom IAQ and Thermal Comfort Performance Across New Zealand’s Six Climate Zones: The Avalon Typology
Indoor environmental quality profoundly impacts student learning outcomes and teacher effectiveness, particularly in primary education, where children spend most of their developmental years. The study compares the New Zealand Ministry of Education’s Designing Quality Learning Spaces (DQLS) version 2.0 for primary school classrooms with international standards set by OECD countries to develop IAQ and thermal comfort best practices in New Zealand across six climate zones. The research evaluates indoor air quality (IAQ) and thermal comfort factors affecting students’ and teachers’ health and performance. Using Ladybug and Honeybee plugin tools in Grasshopper with Energy Plus, integrated into Rhino 7 software, the study employed advanced building optimisation methods, using multi-criteria optimisation and parametric modelling. This approach enabled a comprehensive analysis of building envelope parameters for historical classroom designs, the Avalon block (constructed between 1955 and 2000). Optimise window-to-wall ratios, ceiling heights, window placement, insulation values (R-values), clothing insulation (Clo), and window opening schedules. Our findings demonstrate that strategic modifications to the building envelope can significantly improve occupant comfort and energy performance. Specifically, increasing ceiling height by 0.8 m, raising windows by 0.3 m vertically, and reducing the window-to-wall ratio to 25% created optimal conditions across multiple performance criteria. These targeted adjustments improved adaptive thermal comfort, ventilation, carbon dioxide, and energy efficiency while maintaining local and international standards. The implications of the findings extend beyond the studied classrooms, offering evidence-based strategies for overall design and building performance guidelines in educational facilities. This research demonstrates the efficacy of applying computational design optimisation during early design phases, providing policymakers and architects with practical solutions that could inform future revisions of New Zealand’s school design standards and align them more closely with international best practices for educational environments.
Journal Article
A Systematic Mapping of Grey Literature on K–12 School Acoustic Design
Classroom acoustic conditions significantly affect students’ learning outcomes and teachers’ occupational health, yet a systematic gap persists between optimal acoustic standards established in research and their implementation in practice. Although peer-reviewed literature has defined performance thresholds, guidance on which design strategies effectively achieve these targets across different school spaces remains limited. Grey literature—project documentation from architectural firms, acoustic consultants, and material suppliers—contains valuable practice-based evidence. This study aimed to map practice-based evidence in K–12 school acoustic design, identify dominant space–strategy patterns, and appraise evidence quality through systematic mapping of grey literature. Following PRISMA-ScR guidelines, systematic searches were conducted across 27 websites representing three source types, yielding 142 projects from 22 countries. Data extraction employed a standardised coding framework encompassing project metadata, 19 space types, and 16 acoustic strategy subcategories within five major categories. Evidence quality was assessed using a quantified AACODS framework (score range 6–30), with inter-rater reliability (ICC = 0.989). The evidence landscape revealed geographic concentration in North America (41.5%) and the Asia–Pacific region (26.8%), with architectural firms contributing most documentation (54.2%). Space–strategy analysis identified dominant patterns: classrooms and corridors primarily employed absorptive ceilings combined with wall treatment, gymnasiums relied on suspended absorbers, and performance spaces used multi-strategy packages including variable acoustics systems. Open-plan learning spaces displayed high strategy diversity without consensus solutions. Mean quality score was 15.2/30 (SD = 3.0), with only 16.9% of projects reporting quantitative performance indicators. These findings reveal a substantial research-to-practice gap and provide an empirical basis for developing targeted acoustic design guidance for practitioners, informing policy, standards, and future research directions.
Journal Article
Furniture configurations in an active learning classroom make further differences in student outcomes
PurposeThe aim of this study is to understand the effect of class configurations in an active learning classroom (ALC) on students' self-perception of experiences and learning outcomes, namely participation, performance, motivation and creativity.Design/methodology/approachA self-administered survey (N = 131) was conducted in seven classes from the varied disciplines of communication, interior design and architecture. During the first half of the semester, all selected courses were conducted in traditional classrooms, whereas those in the second half were conducted in an ALC. ALC was designed to be used with several furniture configurations which could be easily set up by members of the learning community themselves. The survey was conducted at the end of semester before final exams, when students have a clear idea of the experiences in both the traditional and the new (ALC) classrooms, having spent equal time in each of these learning environments.FindingsThe main finding of the study is that students were eager to have future classes in the ALC rather than in traditional settings since the students experienced better learning outcomes in the ALC. During the second half of the semester, students who were in classes conducted following active learning (AL) pedagogies, with its supportive spatial configurations, were more aware of the learning outcomes facilitated by the physical environment. Further, the authors found that the increase in the number of furniture configurations has a statistically significant positive impact on learning outcomes.Originality/valueAL pedagogy is often studied as a way of teaching and rarely with its associated classroom environments. In most of the existing studies, the configuration of furniture has often been overlooked within an AL environment by a learning community. This study fills the gap in emphasising the spatial aspects of the ALC by focusing on the specific pedagogy being followed.
Journal Article
A Two-Stage Generative Optimization Framework for “Daylighting Schools”: A Case Study in the Lingnan Region of China
Within the framework of the Healthy China strategy, daylighting in primary and secondary schools is crucial for students’ health and learning efficiency. Most schools in China still face insufficient and uneven daylighting, along with limited outdoor solar exposure, underscoring the need for systematic optimization. Guided by the “Daylighting School” concept, this study proposes a campus design model that integrates indoor daylighting with outdoor activity opportunities and explores a generative optimization approach. The research reviews daylighting and thermal performance metrics, summarizes European and American “Daylighting School” experiences, and develops three classroom prototypes—Standard Side-Lit, High Side-Lit, and Skylight-Lit—together with corresponding campus layout models. A two-stage optimization experiment was conducted on a high school site in Guangzhou. Stage 1 optimized block location and functional layout using solar radiation illuminance and activity accessibility distance. Stage 2 refined classroom configurations based on four key performance indicators: sDA, sGA, UOD, and APMV-mean. Results show that optimized layouts improved activity path efficiency and daylight availability. High Side-Lit and Skylight-Lit classrooms outperformed traditional Side-Lit in illuminance, uniformity, and glare control. To improve efficiency, an ANN-based prediction model was introduced to replace conventional simulation engines, enabling rapid large-scale assessment of complex classroom clusters and providing architects with real-time decision support for daylight-oriented educational building design.
Journal Article