Neurocognitive Responses to Spatial Design Behaviors and Tools Among Interior Architecture Students: A Pilot Study

Abstract

The impact of emotions on human behavior is substantial, and the ability to recognize people's feelings has a wide range of practical applications including education. Here, the methods and tools of education are being calibrated according to the data gained over electroencephalogram (EEG) signals. The issue of which design tools would be ideal in the future of interior architecture education, is an uncertain field. It is important to measure the students’ emotional states while using manual and digital design tools to determine the different impacts. Brain-computer interfaces have made it possible to monitor emotional states in a way that is both convenient and economical. In the research of emotion recognition, EEG signals have been employed, and the resulting literature explains basic emotions as well as complicated scenarios that are created from the combination of numerous basic emotions. Linguistic summarization is a technique that can assist in extracting knowledge from huge volumes of data by identifying pre-defined structures and expressing them in a concise manner. The purpose of this research is to investigate the attachment and emotional states of interior architecture students while they are designing in 2D or 3D with manual or digital tools, as well as to investigate differences in the use of design tools and behaviors that are based on teaching methodologies. The study produced summaries of the data using a fuzzy sets-based linguistic summarization technique, and it explained the findings in daily natural language that is easy to understand without expert.