Abstract:

Educational spaces play a crucial role in the overall educational experience and, more specifically, in the teaching-learning process. Their design can be characterized by a variety of styles, each with the ability to evoke a different response. However, the cognitive-emotional response provoked by each style in different users of these spaces has not been quantified. Specifically, the objective of this research was to analyze the cognitive-emotional impact of four predominant styles in educational spaces: minimalist-brutalist, scandinavian-rustic contemporary, bohemian-mediterranean, and colonial-classic. The goal was to quantify their effect on the educational experience of university students. To address this, a field study was conducted using a semantic differential survey.

This survey was based on three components:
(1) the PAD emotional model (pleasure, arousal, dominance);
(2) the SMB environmental valuation model (familiar, well-defined, original, powerful, unified, complex, pleasant, and of high social status); and
(3) an overall evaluation of preferences.

The sample consisted of 390 participants, including various types of users of these spaces. The results reveal significant differences in the cognitive-emotional response associated with each design style. On the PAD scale, the minimalist-brutalist design scored the lowest, unlike the scandinavian-rustic contemporary style, which significantly outperformed the others. This pattern was also reflected in the overall evaluation, where the scandinavian-rustic contemporary style stood out above the others. In contrast, the other three styles showed more diverse choices, seemingly dependent on personal taste. This study establishes the foundation for design guidelines aimed at optimizing spaces with a specific focus on enhancing the teaching-learning experience and fostering academic performance. It may offer valuable insights for architects, designers, and education professionals interested in improving teaching practices.

Keywords:

Educational space, architectural styles, semantic differential, cognitive-emotional response, preference, environmental assessment.