تحلیل تاثیر طراحی معماری فضاهای آموزشی بر عملکردهای شناختی یادگیری مبتنی بر علوم اعصاب

نوع مقاله : مقالۀ پژوهشی

نویسندگان

1 هیئت علمی مدعو ، گروه هنر و معماری، موسسه آموزش عالی خراسان، مشهد، ایران.

2 استادیار، گروه علوم اعصاب، دانشکده پزشکی، دانشگاه علوم پزشکی مشهد، مشهد، ایران.

3 هیئت علمی ، گروه هنر و معماری، اموزش عالی خراسان، مشهد، ایران

چکیده

عملکردهای شناختی یادگیری تحت عوامل مختلفی هستند، در این بین، محیط فیزیکی یکی از مهم‌ترین عوامل است، که به دلیل تاثیر پنهان و ناخودآگاه آن، تا کنون بسیار مورد غفلت قرار گرفته است. پارامترهای مهم عملکردهای شناختی در یادگیری، شامل توجه، حافظه و هیجان می‌باشد. این سه پارامتر که اساس یادگیری را شکل می‌دهد، می‌تواند تحت تاثیر محیط فیزیکی فضای آموزشی قرار گیرند. جهت‌دستیابی به آموزش بهینه علاوه بر موارد تربیتی، باید فضای معماری مناسبی نیز مهیا گردد تا زمینه‌ساز فعالیت بهتر توجه، حافظه و هیجان گردد. از همین‌روی، تاثیر فضای معماری بر عملکردهای شناختی را نمی‌توان نادیده انگاشت. لذا پژوهش حاضر به دنبال پاسخ‌گویی به چنین سوالاتی است: کدام مولفه‌های طراحی فضای آموزشی بر عملکردهای شناختی یادگیری مانند توجه، حافظه و هیجان تاثیرگذار است؟ و ابزارها و روش‌های موجود برای شناسایی این تاثیرات کدام هستند؟. جهت پاسخ به این سوالات، پژوهش حاضر از روش مرور سیستماتیک بهره برده است. مرور در بازه‌ی زمانی 2000 تا 2023 در میان مطالعات انگلیسی بر اساس معیارهای ورود مشخص، پایگاه داده‌های تعریف شده و مطالعات پایه علوم اعصاب صورت گرفته است. نتایج پژوهش نشان داده است که مولفه‌های نور، رنگ، بافت و مصالح، طول و عرض و ارتفاع، فرم و هندسه، دما و کیفیت هوا و طبیعت‌گرایی بر عملکردهای شناختی یادگیری تاثیرگذار هستند که در نتایج هر یک به تفکیک توجه، حافظه و هیجان به همراه راهبردهای طراحی فضای آموزشی مشخص شده‌اند، و بهترین ابزارها جهت شناسایی فعالیت‌های توجه، حافظه و هیجان بر اساس علوم اعصاب ارائه شده است.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The effect of architectural design of educational spaces on the cognitive functions of learning based on neuroscience

نویسندگان [English]

  • mahbubeh zamani 1
  • farzaneh vafaee 2
  • faramarz fadaee 3
1 Visiting faculty, Department of Art and Architecture, Higher Education Khorasan, Mashhad, Iran.
2 Assistant Professor, Department of Neuroscience, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.
3 Faculty Member, Department of Art and Architecture, Higher Education, Khorasan, Mashhad, Iran
چکیده [English]

The cognitive functions of learning are under various factors, in the meantime, the physical environment is one of the most important factors, which has been neglected so far due to its hidden and unconscious influence. Important parameters of cognitive functions in learning include attention, memory and excitement. These three parameters that form the basis of learning can be influenced by the physical environment of the educational space. In order to achieve optimal education, in addition to educational items, a suitable architectural space should also be provided in order to create the basis for better attention, memory and excitement. Therefore, the influence of architectural space on cognitive functions cannot be ignored. Therefore, the current research seeks to answer such questions: Which components of the design of the educational space affect the cognitive functions of learning such as attention, memory and emotion? And what are the available tools and methods to identify these effects? In order to answer these questions, the present study has used the systematic review method. A review has been conducted in the period from 2000 to 2023 among English studies based on specific inclusion criteria, defined databases, and basic neuroscience studies. The results of the research have shown that the components of light, color, texture and materials, length, width and height, form and geometry, temperature and air quality and naturalism have an effect on the cognitive functions of learning, which in the results of each of them are divided into attention, memory and excitement.

کلیدواژه‌ها [English]

  • Architectural Design
  • Educational Space
  • Cognitive Function
  • Learning Neuroscience

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اندیش‌ نامه معماری
دوره 3، شماره 5
شهریور 1402
صفحه 22-51

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  • تاریخ دریافت: 27 فروردین 1403
  • تاریخ بازنگری: 05 شهریور 1403
  • تاریخ پذیرش: 12 آذر 1403

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