Developing a conceptual framework for participatory design of psychosocial and physical learning environments

Innovación educativa con el uso de la gamificación y la robótica

“…Respecto a la relación profesor-alumno (Mäkelä & Helfenstein, 2016), tanto las diversas consideraciones teóricas (Bronfenbrenner, 1979;Dewey, 1916;Vygotsky, 1978) como los estudios empíricos (Gislason, 2010;Piispanen, 2008) consideran que las buenas relaciones profesor-alumno y el apoyo de los profesores son cruciales para el aprendizaje y el bienestar. Las relaciones profesoralumno pueden afectar las emociones de rendimiento de los estudiantes y su desregulación reduce las habilidades cognitivas básicas como las habilidades de función ejecutiva (Pnevmatikos y Trikkaliotis, 2013).…”

The Impact of the University Classroom on Managing the Socio-Educational Well-being: A Global Study

“…The impact factors of the university classroom on managing of socio-educational well-being are grouped into three dimensions: physical-environmental, socio-perceptual and motivational. This classification attends previous studies [1,2,24,27,28,36,38,40], from which the concepts, theoretical reflections and practical studies are based, in order to translate them into quantifiable dimensions and indicators. Thus, the attributes of the learning space involved in the academic act are grouped into physical-environmental, socio-perceptual and motivational.…”

“…In particular, well-being in the classroom refers to the development of assertiveness in relation to the increase of individual security when it comes to giving their opinion, to the ability to solve problems and conflicts, to decision making considering the advantages and disadvantages, the development of resilience in terms of the ability to establish strategies to recover well-being in adverse situations [37]. For these reasons, the classroom must allow the student to detect their personal strengths (honesty, perseverance, creativity, knowledge, loyalty or equanimity), and the achievement of achievement in relation to individual skills and the effort made in achieving a goal [31,37,40]. The integration of the student, as an absolute participant in the classroom environment, allows him to achieve well-being, in terms of connecting with space, and this has an impact on positive feelings, efficiency, interior order and external connection.…”

“…This, being appropriated by students and teachers, manages to influence academic motivation, behavior and social relationships [2,38,43,48]. Thus, although so far, there is no single model for defining an optimal learning space [45,46], the physical environment of the classroom is considered as one of the most important indicators that determine benefits in student learning [36,40,43].…”

“…In 1995, Göttler expressed the influence of the physical and environmental characteristics of the educational environment on the social interactions and other psychosocial aspects of the student. Since then, numerous authors have continued with the approach to the issue from a psychological and physical approach [1,2,17,28,40,48,51].…”