About this paper

Appears in:
Pages: 10166-10171
Publication year: 2019
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.2544

Conference name: 11th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2019
Location: Palma, Spain

EDUCATE IN SPACES DESIGNED TO LEARN: PRIMARY EDUCATION CASE

A. Llorens1, J. Alarcón1, C. Di Bartolo2

1Universidad del Bío-Bío (CHILE)
2Raffles Education Milano (ITALY)
Learning space configuration in primary education (PE) usually presents several factors which often cause distraction, differing to stimulation. Design space is complex, due to the various variables which should be addressed. There is a study conducted in elementary schools in Chile showing that one of the main distractions is the large amount of information included in classrooms. It varies from general information, support documents to learning and decorative elements not consistent with training. This study aims to know about incidence of changing paradigm in conception of elements considered in classrooms, based on changes in appearance and content in vertical walls.

The hypothesis suggest that design and control in study spaces can influence students performance; an improve relationship between spaces designed for learning should be proportionally related to emotions produced. If a space is prepared for any action, so users to be comfortable, result could only be positive effects.

Methodology addresses the design of vertical walls in educational spaces of primary schools, using affective engineering methods for systematic collection of emotional concepts that encourage students’ learning. Once this information is processed, alternatives are designed to generate emotional links favorable to learning.

Results are associated with the increase of psychological comfort indexes for concentration. Textures and mono-color acquire important role, unveiling forms, tones and fragments favorable in children learning, delivering environment in complement with didactic teaching material. It can be concluded that the appreciation of these spaces generates positive synergies between students and their relationship with learning since distractions and unnecessary elements have been replaced by textures that offer a pleasant perimeter to the eye. On the other hand, textures conform environments associated to emotions that children expressed they would like to feel in classroom. Finally, differentiation factor is found in learning environment, which satisfies emotional needs and improves perceptual qualities of students, granting intentionality from the affective to receptive.
@InProceedings{LLORENS2019EDU,
author = {Llorens, A. and Alarc{\'{o}}n, J. and Di Bartolo, C.},
title = {EDUCATE IN SPACES DESIGNED TO LEARN: PRIMARY EDUCATION CASE},
series = {11th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN19 Proceedings},
isbn = {978-84-09-12031-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2019.2544},
url = {https://dx.doi.org/10.21125/edulearn.2019.2544},
publisher = {IATED},
location = {Palma, Spain},
month = {1-3 July, 2019},
year = {2019},
pages = {10166-10171}}
TY - CONF
AU - A. Llorens AU - J. Alarcón AU - C. Di Bartolo
TI - EDUCATE IN SPACES DESIGNED TO LEARN: PRIMARY EDUCATION CASE
SN - 978-84-09-12031-4/2340-1117
DO - 10.21125/edulearn.2019.2544
PY - 2019
Y1 - 1-3 July, 2019
CI - Palma, Spain
JO - 11th International Conference on Education and New Learning Technologies
JA - EDULEARN19 Proceedings
SP - 10166
EP - 10171
ER -
A. Llorens, J. Alarcón, C. Di Bartolo (2019) EDUCATE IN SPACES DESIGNED TO LEARN: PRIMARY EDUCATION CASE, EDULEARN19 Proceedings, pp. 10166-10171.
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