Effect of architectural design on learning environment
- 1. Kunjan Kunwar (73018) EFFECTOF ARCHITECTURE DESIGN ON LEARNING ENVIRONMENT
- 2. INTRODUCTION 1. Education isintegral part, thus spending large period in educational institute. 2. The environment around us shapes our mind. 3. Architecture therefore influences students and learning environment. 4. Most educational institutions are designed for functionality and other factors are overlooked. 5. Element of environment might alter ○ Hormone levels, ○ Heart and pulse rate, ○ Body temperature, ○ The level of interest and engagement with work, and ○ Even correlated with measurements of IQ.
- 3. Architectural designfeatures affect the learning environment by influencing student’s physical, psychological, and cognitive state. So, what are these factors that affect the learning environment? And how can these factors be used to improve learning in educational facilities? PROBLEM STATEMENT
- 4. OBJECTIVE The research aimsto fulfil the following objectives: 1. To study the needs, programs, and requirements of educational institutions. 2. To learn about the effect of architectural design in education and learning environment. 3. To explore ideas on improving education and learning through spatial arrangement, material, and architectural design. 4. To learn how architectural design can shape students.
- 5. RESEARCH QUESTIONS I.1. How doesthe architecture design affect learning environment? 1.1. 1 What are the factors affecting learning environment? a.1.2 How does these factors manage to effect emotion in student? I.2. How can we design to improve learning environment in educational institutes? a.2.1 How can Design features better Learning environment? a.2.2 How can spatial organization be used to overcome the factors affecting learning environment? a.2.3 How can we apply these factors affecting learning environment in design effectively?
- 6. LITERATURE REVIEW • Refers tothe diverse physical locations, contexts, and cultures in which students learn. • A wide variety of settings, such as classrooms outside-of-school locations and outdoor environments. • Has direct and indirect impact on Student both physically and psychologically. • Learning environment is influenced by variety of tangible and intangible factors LEARNING ENVIRONMENT
- 7. LITERATURE REVIEW Factors Affecting Learning Environment Acoustics VisualComfort Thermal Comfort Color Air Quality and Ventilation Biophilic Design
- 8. ACOUSTICS • Noise underminesreading, writing and comprehension skills, and academic performance as it is hard to focus on the task being performed • A noisy room: getting tired easily, leading to lower efficiency; increased heart rate; dyspepsia; poor appetite; insomnia; headache; tinnitus; and facial pallor. • Cause discomfort and mood swings, contributing to increased stress and tiredness in students as well as decreased cognitive skills. NOISE IN LEARNING ENVIRONMENT
- 9. LITERATURE EVIEW • According tothe World Health Organization, the safe level of noise in a classroom cannot exceed 35 decibels. From there, the ability to learn is impaired. • Every 10-decibel increase in classroom noise, students' language and math scores decreased by 5.5 points. (Souza, 2019) • The acoustic intensity in a classroom decreases as the distance between the source (i.e., the teacher) and the listener increases. ACOUSTICS
- 10. DESIGN STRATERGIES FORACOUSTIC COMFORT PLANNING • Locate critical listening environments (e.g., core classrooms) away from external noise sources. • Noisy area and quiet area should be separately planned. • Having courtyards helps in reduction of noise in buildings • Services spaces like corridors, store as buffer. LANDSCAPING • Vegetation and Earth berms as noise barriers. • Use of soft landscape in play areas. • Trees as buffer against noise.
- 11. ACOUSTICS • Room dimensionshould be lesser than 1:2. Greater the ratio, harder to understand the speech from the source. • The Doors to classrooms should be away from one another to reduce noise form neighboring class. • Interior Finishes can be used to reduce noise. Undesirable room • No sound absorbing material • No useful reflection patterns Better • Acoustical lay-in, • Sound absorbing celling • Thin carpeting. Desirable room • Sound absorbing wall treatment on three walls, • A sloped ceiling reflector • A celling with reflecting surfaces • Sound absorbing surfaces around the perimeter. ACOUSTICS IN CLASSROOM
- 12. • Influences theperception of comfort in a particular space • Affects students’ biological and emotional rhythm. • Students in classrooms with daylight progressed 20% faster in math and 26% faster in reading than students with the least daylight. • Correct lighting in the classroom, in terms of intensity, color temperature, and dynamism, helps to increase reading speed by 35%, while, at the same time, reducing comprehension errors by 45%. • It was also shown that warm lighting reduced hyperactivity in the classroom by up to 76%. • Too bright classrooms may cause strain to the eyes as well. VISUAL COMFORT
- 13. VISUAL COMFORT DAYLIGHTING Building Orientation • East-westaxis with most of the spaces facing either south or • North if the major source of daylighting is going to be side windows in design. • South oriented windows; sun shading devices to prevent overheating. • Deviation from due south should not exceed 15° in either direction for best solar access or ease of control. • North light composed of diffuse skylight and provides the interior with a functional and comfortable light that is stable throughout the day LAYOUT TO MAXIMIZE DAYLIGHT DESIGN STRATERGIES FOR VISUAL COMFORT
- 14. VISUAL COMFORT • The higherthe window, the deeper the daylighting zone. • The amount of daylight decreases with the distance to the window Roof monitors and light self • Diffused and filtered lighting strategy, minimizes contrast and glare, and creates a more stimulating environment. • Roof monitors can be used in single story buildings. • light shelves can be used in multistory buildings. • Diffuse light reduces the unwanted shadow from the pupil’s arm when writing • The minimum illuminance level in the classroom is 300 lux. • Artificial lightings important to enhance and control the learning environment. • Should cater to media and students both WINDOW SYSTEMS ARTIFCIAL LIGHTING DESIGN STRATERGIES FOR VISUAL COMFORT
- 15. • Thermal comfortdescribes a state of mind, in terms of whether you feel too hot or too cold. • Humans consciously and sub-consciously seeks to attain comfort than to focus on the learning, in extreme temperatures. • Impact the health of both the students and teachers. • It also contributes to a high level of tiredness. • Low temperatures combined with high humidity can also lead to poor school performance. • Research shows that temperatures between 68 and 74°F—20 and 24°C— are most conducive to comfort and, by extension, learning. • 50% relative humidity was found to be an acceptable value for classrooms THRMAL COMFORT THRMAL COMFORT
- 16. THERMAL COMFORT • South orientationis ideal for heat gain • North orientation can be done in tropical climates to reduce heat gain in schools. • Lowers down the air temperature by evaporative cooling because of its transpiration. • The ambient air under the tree adjacent to the wall is about 2- 2.5oC cooler than the un-shaded area. DESIGN STRATERGIES FOR THERMAL COMFORT • South-facing windows need to be protected from high-level sun, • Should be offset and opposite for cross ventilation. BUILDING ORIENTATION FENESTRATION DESIGN AND VENTILATION LANDSCAPING
- 17. THERMAL COMFORT • Contribute toreducing the heat transmittance through roof but also provide micro climatic thermal conditions. • Temperature was found to be 2-3 degree Celsius lesser with roof garden. • Regulates indoor air quality and maintains comfortable temperature levels. • HVAC system is a method of structural cooling in which a centralized unit cools and dehumidifies air before circulating it throughout the building ROOF GARDEN HVAC SYSTEMS GROUND SURFACE AND PAVINNG DESIGN STRATERGIES FOR THERMAL COMFORT
- 18. • Affects learnerbehavior, comprehension, and ultimately their success in the learning environment. • Makes light brighter or darker than normal. • Colors help learners increase their attention levels on certain information. • The primary color wheel warmer colors tend to boost energy, excitement for learning, and mood. • The secondary cooler colors tend to boost concentration, lower anxiety/hormones, and promote creativity. COLOR EFFECT OF COLOR ON LEARNING ENVIRONMENT
- 19. COLOR o Classrooms –Blue is one of the most effective classroom colors. White with yellow accents too. o Libraries – Due to its positive effects on concentration, green where students need to focus on their studies. o Gymnasiums – Action-oriented red and highly-saturated pinks may encourage the necessary physical responses in a school gym setting. o Cafeterias – Orange’s impact on appetite makes it an appropriate color for a school cafeteria. o Offices – Authoritative areas such as the principal’s or guidance counselor’s office may benefit from the atmosphere of respect created by violet tones. For auditoriums as well. o Corridors and Lobbies – No restriction, but colors representing school o create sense of place and pride. DESIGN STRATERGIES FOR COLOR
- 20. AIR QUALITY ANDVENTILATION • Classrooms are usually crowded, overheated, and poorly ventilated, or even contaminated by pollutants originating both from inside the school and outside. • Affects student attendance and academic performance. • Cause health problems such as eye irritation, cough, headaches, fatigue, and allergic reactions. • Students exposed to high levels of air pollution, such as those associated with high-traffic areas, have shown slower increases in cognitive function than students in areas with low air pollution
- 21. • Naturally, ventilatedbuildings should be narrow. • The maximum width that one could expect to ventilate naturally is estimated at 45 ft. • Locate exhaust high above inlet to maximize stack effect. • Orient windows across the room and offset from each other to maximize airflow. • Open staircases provide stack effect ventilation . • Use of fans and cross ventilation for proper air circulation DESIGN STRATERGIES FOR AIR QUALITY AND VENTILATION AIR QUALITY AND VENTILATION MECHANICAL VENTILATION NATURAL VENTILATION
- 22. BIOPHILIC DESIGN • Morethan 90% of time in a primarily unnatural environment has a negative impact on our physical health, emotional well-being, and cognitive function. • Biophilic design seeks to reconnect people to nature in the built environment. • In the absence of connection with nature, students feel anxious, stressed, and affects the cognitive function. • Traditional form of classrooms is less connected with nature. • Lower blood pressure, lower galvanic skin conductance, and 14% improvement in short-term memory performance. • Increased attendance, higher test scores, improved behavior, reduced stress, and increased focus
- 23. BIOPHILIC DESIGN LANDSCAPING NATURAL MATERIAL • StudyGardens • Trees inside educational institution for views, buffer, thermal comfort and air. • Use of more soft landscapes • Indoor plants, Green walls • Natural materials facilitate non-rhythmic sensory stimuli Place Attachment and favorable workspaces. • Use of Wood, Stone, Rammed earth etc.
- 24. BIOPHILIC DESIGN WINDOWS IN ALLCLASSROOMS AND OFFICES • Introduction of daylight establish the biophilic pattern of connection to natural systems and provide more productive workspaces. • Provision of window in all spaces. • Orientation of glazing towards pleasant and favorable nature views. PLAN FOR OUTDOOR ACTIVITIES • Outdoor spaces for study breaks, restoration, and socializing. • Provision of outdoor eating spaces, lounge spaces, study spaces, and potentially even outdoor classrooms BIOMORPHIC FORMS • Subtle naturally occurring patterns and shapes inspire, provide comfort, and improve nature connectedness. • Form, structural appearance, ornamentation, and other details.
- 25. HERNINGSHLOM VOCATIONAL SCHOOL • FUNCTION:Vocational School • Designed through competition, won by C.F Moller • Completed in 2016. • CONCEPT: To design for better learning environment through consideration of human behavior and thinking pattern .
- 26. • Use ofglazed Facades with vertical and horizontal shading devices to avoid glare and bring in appropriate daylighting within the learning environment. • Perforated metal shutters also screen off sun while preserving views in and out and providing even diffused light in learning environment. • The unobstructed northern façade with double height workshops faces the garden, provides north light and creates a link with nature • Skylight brings light deep into floorplates and use of tall windows and sloped roof to bring lighter into space DESIGN FEATURES THAT AFFECTED THE LEARNING ENVIRONMENT OF HERNINGSHLOM VOCATIONAL SCHOOL
- 27. • Natural Ventilationand hybrid ventilation both used to improve Thermal comfort. • The common areas with double height acts as stack effect and makes the space well ventilated. • South facing gardens with vegetation provides shade and a green view form the classes. Study garden and plaza are provided for students to interact with nature. • Green roof cools the building by evaporation, insulates and reduces cooling load in the building. • Niches are provided in and outside the school for privacy for students to work individually. • Common spaces act as breakout spaces and place for group work and promotes community spirit. • Light color on interior that optimizes the daylighting within the building and white on the exterior emphasis the feeling of simplicity and contemporary as per the concept. DESIGN FEATURES THAT AFFECTED THE LEARNING ENVIRONMENT OF HERNINGSHLOM VOCATIONAL SCHOOL
- 28. DESIGN FEATURES THATAFFECTED THE LEARNING ENVIRONMENT OF HERNINGSHLOM VOCATIONAL SCHOOL
- 29. GENNEVILLERS VOCATIONAL CENTER • LOCATION:Genneviller, Paris • AREA : 7820.0 SQ M • FUNCTION: Vocational School • Completed in 2012. • CONCEPT: Create a social landmark for the young children of immigrants and promote a positive image of the vocational institution
- 30. • Courtyard usedas buffer from railway track and heavy use of sound insulation for railway noise. • The large open foyer and the transparent reception creates welcoming environment, image of school and sense of place. • Glazed and large window for greater penetration of daylight into workshop spaces. • The use of vibrant orange makes workshop space uplifting and vibrant. • Each subject taught is symbolized by one or more elements of the building’s architecture. • small opening towards south to minimize direct light in workspace instead from courtyard for diffused lighting. DESIGN FEATURES THAT AFFECTED THE LEARNING ENVIRONMENT OF GENNEVILLERS VOCATIONAL CENTER
- 31. GEBZE VOCATIONAL SCHOOL • LOCATION:Gebze, Turkey • AREA : 12000 SQ M • FUNCTION: Vocational School • Completed in 2015. • CONCEPT: Create a social landmark for the young children of immigrants and promote a positive image of the vocational institution
- 32. DESIGN FEATURES THATAFFECTED THE LEARNING ENVIRONMENT OF GEBZE VOCATIONAL CENTER • The courtyard planning of the building makes the air current through the whole building and glass windows provide the natural light for all spaces. • The classrooms and workshop face the courtyard for a more diffused lighting and cooling. • The canopy is distinct and human-oriented scale to make the school more approachable and friendly. • The use of reddish-brown panels provides a sense of place and distinct image of the vocational school. • Photovoltaic panels are used instead of regular glass, which helps to collect renewable energy for the school.
- 33. DESIGN PARAMETERS INDICATORSDESIGN FACTORS DESIGN STRATERGIES Light The quality and quantity of natural light the classroom can receive Glazing Orientation Larger widows from orientations with no direct sun The degree to which the lighting level can be controlled Quality of the electrical lighting More and better quality Shading Control Blinds and solar shading with good functionality/quality and controllable if desirable Sound The frequency of the noise disturbance Noise from the school outside Large distance from traffic noise or presence of buffer zone. Noise from the school inside Large distance from playground or busy areas The degree to which the pupils can hear clearly what the teachers say Length/ width Higher L/W ratio Temperature The quality and quantity of sun heat the classroom receives Orientation and shading control Rooms with little sun heat, weather by orientation or shading. The degree to which the central heating system can be controlled Central heating control Thermostat and radiators in classrooms give better control Air quality The degree of respiration that affects the CO2 level in a fully occupied classroom Room Volume Greater volume is better. The degree of which air changes can be adjusted manually Opening Window size and position More opening choices and bigger opening area. Links to nature The degree to which the pupils can get access to natural elements Access to nature Door directly to outside Plants and wooden chairs/desks in the room.( Natura material, forms) The degree to which views of nature are available through the window View Out Windowsills along level and interesting or green near and far views.(Landscaping, Outdoor Areas) Color The degree to which the color is appropriate for learning and teaching Wall Color or space Light/ white walls with bright highlights or feature wall. Colors of blinds, carpet chair & desks Bright Color primary if active zone, secondary if calm zone. Display Color Bright colors like orange, red INFERENCES
- 34. CONCLUSION • From thisresearch, we can understand the importance of architectural design on educational institutions and learning environment. • Different factors such as noise, light acoustics, thermal comfort significantly affected students physical and cognitive ability. • Architecture design can manipulate these factors to optimize learning environment. • An optimum learning environment should provide thermal, acoustics, and visual comfort, and provides a peaceful yet stimulating environment to learn, interact and grow. • And therefore, optimum learning environment ensures quality education and a quality student.