Abstract:

The design of learning environments plays a critical role in supporting student success, well-being, and engagement in higher education. With increasing stress levels and extended study hours among students, there is a growing need for restorative environments that balance focus, collaboration, and recovery. This research team investigated how biophilic design elements and placemaking strategies influence student comfort, satisfaction, and academic performance in on campus study environments and third places.

This team employed a mixed-methods research approach, including literature review, theories analysis, precedent studies, surveys, and on-site observations at thier own and other Midwestern Universities. Surveys were distributed to college-age students through social media platforms to assess preferences and perceptions regarding study spaces, while observations focused on student behavior, usage patterns, and avoidance of certain spaces. Key design factors examined include natural lighting, greenery, organic materials, furniture selection, spatial adaptability, and acoustic comfort.

The team’s findings indicate that students favor study spaces that are quiet, offer ergonomically supportive furniture, incorporate natural light and greenery, provide varied work surfaces, and allow for flexible use. Biophilic and human-centered design strategies were shown to enhance both comfort and usability, suggesting that thoughtful architectural and interior interventions can positively impact student well-being, engagement, and overall academic experience.

In this paper, the team will share their evidence-based insights for the creation of restorative, adaptable, and student-centered campus environments, reinforcing the value of integrating well-being, biophilia, and placemaking into higher education design practice.

Keywords:

Higher education, Biophilic design, Student well-being, Mindfulness, Third Places, Study Spaces, Belonging.