Exploring the contribution of Neuroarchitecture in learning environments design "A review" | ||
| International Journal of Architectural Engineering and Urban Research | ||
| Volume 4, Issue 1, June 2021, Pages 67-94 PDF (1.4 M) | ||
| Document Type: Original Article | ||
| DOI: 10.21608/ijaeur.2021.215924 | ||
| Authors | ||
| Dina Ezzat Ahmed; Shaimaa Kamel; Laila Khodeir | ||
| Ain Shams University Faculty of Engineering Department of Architecture | ||
| Abstract | ||
| Basically, the built environment must insure the physical and mental health of its users, since it‟s where we spend approximately 80-90% of our lives, according to the World Health Organization (WHO), which gives a focal dimension for the opportunities to study the effect of the architectural surroundings on users brains. Neuroarchitecture is the field where architects collaborate with neuroscientists to explore scientifically the relationship between individuals and their surrounding environment. Despite the recent presence of multiple studies focusing on the neuroscience driven architecture, detailed research applying it on specific building types, as learning environments is very limited. This paper aimed to explore the interrelationship between the field of neuroscience and architecture, and to investigate the constructive contribution of neuroscience in the design of educational facilities; targeting to explain the correlation between the neuroscientific data and the existing architectural interpretations. This research has been performed through qualitative research; starting with data collection, based on articles, papers, studies (library information), followed by descriptive, thematic, and narrative analysis methods; and then it has critically assessed experiments with the same vision of investing the neurological findings in creating educational spaces‟ design framework. Lastly, the paper concluded that the built environment widely contribute to the development of children‟s brains and their learning processes‟ quality; Further analysis also indicated the inevitable importance of children engagement in the design processes of their spaces. | ||
| Keywords | ||
| Neuroarchitecture; Built environment; Brain development; Learning experience | ||
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