Impact of Greenery in the Window View on Visual Sustained Attention with Special Reference to Classrooms of Children with Down Syndrome

Abstract

One in every 700 babies worldwide is born with an intellectual disability such as Down Syndrome (DS), Autism Spectrum disorders, Cerebral Palsy etc. Architecture significantly enhances users’ development skills by leveraging the environment to fulfill their mental and psychological needs, particularly by boosting sustained attention in learning spaces. Based on existing literature, this research focused on the impact of greenery in window view of the classroom on visual sustained attention (VSA) of children with DS. Data of 19 participants (10 male, 9 female) of a selected school in the ages of 9 – 16 years (mean age – 11.42 years) was collected on existing and introduced levels of greenery in window view using three dimensional simulations and analysed. The study revealed that the introduction of 40% to 60% of greenery at far view depth (Scenario B) has a positive impact on VSA over both the existing window view (Scenario A) and the window view with 80% to 100% greenery (Scenario C). However, scenario C did not show any positive impact over scenario B as assumed. One reason for this could be the inclusion of the sky view in scenario B, and the findings indicate that introduction of greenery in the window view has a positive impact on VSA of children with DS, if the sky view is maintained. These findings can be used towards a design framework for classrooms in the future contexts of education in Sri Lanka.