The Cognitive-Emotional Design and Study of Architectural Space: A Scoping Review of Neuroarchitecture and Its Precursor Approaches

Higuera-Trujillo, Juan Luis; Llinares, Carmen; Macagno, Eduardo R.

doi:10.3390/s21062193

Cited by 71 publications

(55 citation statements)

References 472 publications

(411 reference statements)

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“…A better understanding of the human–environment interaction could contribute to informing design strategies in ways to optimize psychological well-being and mental health [ 11 ]. Although the discussion has been initiated, a commonly accepted methodology across disciplines is still lacking [ 12 ].…”

Section: Introductionmentioning

confidence: 99%

The Living Space: Psychological Well-Being and Mental Health in Response to Interiors Presented in Virtual Reality

Tawil

Sztuka

Pohlmann

et al. 2021

IJERPH

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There has been a recent interest in how architecture affects mental health and psychological well-being, motivated by the fact that we spend the majority of our waking time inside and interacting with built environments. Some studies have investigated the psychological responses to indoor design parameters; for instance, contours, and proposed that curved interiors, when compared to angular ones, were aesthetically preferred and induced higher positive emotions. The present study aimed to systematically examine this hypothesis and further explore the impact of contrasting contours on affect, behavior, and cognition. We exposed 42 participants to four well-matched indoor living rooms under a free-exploration photorealistic virtual reality paradigm. We included style as an explorative second-level variable. Out of the 33 outcome variables measured, and after correcting for false discoveries, only two eventually confirmed differences in the contours analysis, in favor of angular rooms. Analysis of style primarily validated the contrast of our stimulus set, and showed significance in one other dependent variable. Results of additional analysis using the Bayesian framework were in line with those of the frequentist approach. The present results provide evidence against the hypothesis that curvature is preferred, suggesting that the psychological response to contours in a close-to-reality architectural setting could be more complex. This study, therefore, helps to communicate a more complete scientific view on the experience of interior spaces and proposes directions for necessary future research.

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Section: Introductionmentioning

confidence: 99%

The Living Space: Psychological Well-Being and Mental Health in Response to Interiors Presented in Virtual Reality

Tawil

Sztuka

Pohlmann

et al. 2021

IJERPH

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“…The common requirements about positive perception are as follows (numbers indicate the frequency of mention): learning atmosphere (5), positive psychological hint (4), silence (5). While, the negative spatial characteristics which have the possibility to interfere with learning and reduce the visiting desire are nervous atmosphere (5), uncomfortable sitting (3), absence of space division (2), fixed seat (2), narrow personal space (3), poor air quality (4), limited supply hubs (2), chaotic people flow (3), smell of food (1). Examples of sentences are shown below: A1 (male, second year undergraduate, engineering major, R-I-Vis-Seg): I feel the place has overly serious atmosphere which brings back memories of hard lessons.…”

Section: Perception and Preference Of Learning Spacesmentioning

confidence: 99%

“…For the past decade, much attention has been paid on the influence of building spaces on people's cognitive activities [1][2][3][4]. Some special spatial characteristics will stimulate the operations of the undirected attention and make it rest, which results in positive changes of mind and body, including mental restoration, stress recovery, efficient cognitive process, good emotions, and so on [5][6][7].…”

Section: Introductionmentioning

confidence: 99%

The Influence of Learning Styles on Perception and Preference of Learning Spaces in the University Campus

Wang

Han

2021

Buildings

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Good academic performance will occur when learning spaces match or support individual preference and needs. This effect depends on environmental characteristics and individual attributes. Learning styles (LSs) have been used as a tool to capture the behavioral and psychological characteristics of learners in the process of learning activities, which provide instructions to address their learning needs. However, few have focused on the perceptual characteristics of learning space from the view of distinct learning styles. The research aims to identify which kinds of learning spaces in university campus have been preferred by students with different learning styles respectively and the spatial characteristics which have significant influence on the distinct evaluation results; the research consists of 178 college students’ LSs measurement conducted by the Index of Learning Styles questionnaire and their subjective assessment to five typical learning spaces obtained by 5-point Likert-type scale. Then, the key spatial influencing factors were identified by the focus group interviews; the results firstly ranked the learning spaces according to their satisfaction evaluation and restorative potential. The self-study rooms are rated highest, followed by professional classroom, traditional classroom, and multimedia classroom. Then, two dimensions of learning styles were proved as having considerable effects on perception. Specifically, there are significant differences between visual and verbal learners’ evaluations of multimedia classrooms and traditional classrooms, and between global and sequential learners’ evaluations of multimedia classrooms, informal learning spaces, and learning buildings. The other two dimensions including perceiving and remembering have no obvious impacts on learners’ perception of any learning spaces. At last, the important influence factors of perceptions of five typical learning spaces were identified, respectively, and their different effects on various groups were discussed. For example, the serious atmosphere in traditional classrooms was regarded as a motivation for sensing learners but a stress for intuitive learners. The studies emphasize the perceptual difference on learning space in terms of students’ unique learning styles and key points for each kind of learning space with regard to satisfaction of personalized needs. However, before it can be used by designers as tools, more research is needed.

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“…In recent studies participants reported higher beautiful judgements for 2D representations of architectures with high ceiling and open spaces 2,3 , which were also perceived as more pleasant 4 . The presence of windows is also typically linked to pleasant sensation 5 , since they enable an outdoor view and create a more spacious perception of the environment 6,7 . Moreover, cold colours receive typically higher valence ratings with respect to warm ones, thus moving people preferences towards cold environments [8][9][10] .…”

Section: Introductionmentioning

confidence: 99%

Dynamic experience of architectural forms affects arousal and valence perception in virtual environments

Presti

Ruzzon²,

Avanzini

et al. 2021

Preprint

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The built environment represents the stage surrounding our everyday life activities. To investigate the impact that architectural features have on individuals’ affective states, we measured their judgments of perceived valence (pleasant and unpleasant) and arousal after the dynamic experience of a progressive change of the environment within virtual decontextualized spaces. To this aim, we developed a parametric model which allowed to create 54 virtual architectural spaces characterized by a progressive change of side walls distance, ceiling and windows height as well as colour of the environment. Decreasing side walls distance, ceiling height variation as well as increasing windows height significantly affected the emotional state of the participants within virtual environments. Indeed, such architectural spaces generated high arousing and unpleasant states according to subjective judgement. Overall, we observed that valence and arousal scores are affected by all the dynamic form factors which modulated the spaciousness of the surrounding. Showing that virtual reality enables the possibility to measure the emotional impact of pure and decontextualized architectural features, we contribute to foster a human-centered approach to design where mental state of people is fundamental for the creation of novel spaces promoting wellbeing.

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The Cognitive-Emotional Design and Study of Architectural Space: A Scoping Review of Neuroarchitecture and Its Precursor Approaches

Cited by 71 publications

References 472 publications

The Living Space: Psychological Well-Being and Mental Health in Response to Interiors Presented in Virtual Reality

The Living Space: Psychological Well-Being and Mental Health in Response to Interiors Presented in Virtual Reality

The Influence of Learning Styles on Perception and Preference of Learning Spaces in the University Campus

Dynamic experience of architectural forms affects arousal and valence perception in virtual environments

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