Sense Sensitive DesignSense Sensitive DesignAnd The Learning EnvironmentAnd The Learning Environment

Richard Mazuch | Learning Spaces Conference, Cardiff 11.03.2013

Sight Light Colour Vista

Hearing Sounds Noise

Touch Texture Temperature

Smell

Odours

Aromas

Taste

Sweet

Sour

Bitter

Salty

how things are perceived

“children learn best when all senses are engaged”

Dyck – 2002, Kennedy – 2005

Waldecker – 2005, Faily – 1979

Fielding – 2006, Daggett - 2008

Sig

ht

Hearing

Taste

Smell

Touc

h

Pain

Mec

hano

rece

ptio

n

Temperature

Blood Pressure

Balance

Light

Colour

Sweet

Proprio

ceptio

n

– Joint P

osition

Sou

r

Bitte

r

Um

ami

Salt

Kin

aest

hesi

s

Heat

Blo

od O

xygen

Conte

nt

Cold

Cerebrospinalfluid pHPlasma osmotic pressure

Artery-vein blood

glucose difference

Lung inflation

Physiological/ Autonomic System

Breathing, Circulation, Digestion…

Motor System

Muscle tone, Posture, Movement Patterns…

State System

Sleep, Awake, Weak, Restless, Anxious…

body system

vision: IMPAIRED Impaired vision – Impaired learning

Myopic

Astigmatism

Diabetic retinopathy

Tunnel vision

Blind

Muscular degeneration

May occur together

40% of Children with learning disabilities have an eyesight impairment

“Up to 2 million children may be falling behind at school because of sight problems” – RNIB 2003

Full spectrum lighting promotes

learning and growth

In absence of sunlight, melatonin tells

the body to ‘switch off’

Daylight resets circadian clocks

Metabolises vitamin D

Sunlight releases serotonin

vision: LIGHTFacts

Not mad, just slightly depressed.Heschong Mahone 1999

Holistic lighting environment

Good lighting environment – visual + biological

Natural light provided from at least 2 sides

Connection with the outside

Daily change of light

Ability to control and calibrate

Easy & accessible to controls

vision: LIGHT

HEAD study 2012

vision: LIGHTLighting affects

Perception of visual stimuli

Mental attitude

Performance

Health

McColl/ VeitchFisher – 2001, Hathaway – 1995Young – 2003, Erwine 2002, Barrett 2009

vision: LIGHTInnovations

Sunpipes

Colour sensitive lighting

Sound responsive lighting

Electronically responsive glazing

Poor Light

Headaches

Eyestrain

Fatigue

Poor Focus

M. Winterbottom 2007 Karpen 93 Barritt 03 Brown 1921

vision: LIGHT

Who do you think is more sensitive?

A Child or a pumpkin?

Innovations

White light

Darkness

Red light

Pink light

Blue light

University of Freiburg research

vision: LIGHT

Optimise daylight

Correct lighting

Stimulates without distraction

Assists concentration

Increases attention span

Improves sense of time

Reduces eye fatigue

How do we improve learning

Provokes hormone release that affectsvision: COLOUR

Mood

Mental clarity

Energy levels

Body systems

Naz Kaya, H Epps -2004 Linton H – 1999 Saito -1996Creating a Colour-sensitive Built EnvironmentP Barnett / Y Zhang – 2011

HEAD project. Salford Univ & IBI Nighitngale - 2012

vision: COLOUR

Reflect a child’s emotional

development to adulthood

Reduce blood pressure and

aggressive behaviour

Improve morale

Assist wayfinding

How do we manage behaviour

Boyatzis/ Varghese – 1994 Davey P 1998

Children ‘Perform better’HEAD (2012)

Children ‘Likes’ preferencesMahnke (1996)

Most effective learning environments

Infants(y1-3)=cool colours

Older children(y4-6) = warmer colours

Neutral colours = under-stimulating, distracting environments

vision: COLOURHow do we support learning

vision: COLOURHow can we deliver colour

Davey P – 1998, Saito – 1996 HEAD 2012

vision: COLOURHow can we deliver colour

Naz Kaya – 2004, Boyatizis – 1994Linton - 1999

vision: VISTA

Views into learning areas to stimulate

Calming views from study areas

Contrast and de-stress

Social areas to encourage interaction

Display areas

Activity areas

Innovations

Joe Fischer, Heschong - 2003

sound

Reverberation time

Room Shape

Relationship of speech to background noise

Listener’s hearing

Halls

Corridors

Playgrounds

Gymnasium

Toilets

Study areas

Speech intelligibility is affected by TBC

TBC

Problem areas

sound

Attention

Memory

Problem solving

Decision-making

The limbic system

Improves function of autonomic nervous system

Lowers blood pressure and heart rate

Noise affects

touchFacts

Skin is the largest sensory organ

(about 1.75 square metres)

We touch with our noses, lips, toes,

elbows, back, bottom

Skin may be sensitive, burnt, cut,

bruised, blistered

Young – 2003, Barrett– 2009Earlhman 2002 & Fisher 2001

touchAir pollution

Growing % of children suffer allergies, asthma, eczemas respiratory problems, headaches

Plants absorb toxins Airborne toxins, formaldehyde, benzene, carbon monoxide trichloroethylene etc.

Interior plantscape – less fatigue, headaches and concentration problems

Strict ‘off-gassing’ Scandinavian legislation

(NASA research 1989), (Dr Trove Fjeld, 1995)A Whietal – 2011, Barrett – 2009Young - 2003, Erhorn – Kluttig - 2005

touchTemperature/ Ventilation FACTS

25°C+ = -Affect on Maths & Reading

> Temps < Natural Air = + performance

< Natural Air = < 5.4% Performance

< Pollen = 63% lower grades than their average

< CO2 = >Attention Span < Lethargy

Temp = < Dehydration/ Lethargy

O2 Oxygen Bars

Building Bulletin 101

Ventilation in Schools

Douglas/ Gifford 2001, Wygorcki/ Wym/ Matysiak

Walker, Khon, Fletcher, Coley/ Greeves 2004

smell

Personal Hygiene

OD – Antiperspirant

OD – Deodorant

OD – Perfume

Multicultural Diets

Hormone Surges

Toilets

Cleaning fluids

Farting

FACTS

smell

Odours

Unpleasant smells increase heart rate

and respiration and also impair

learning

Floral and fruit fragrances

Aid concentration

Slow respiration

Lower blood pressure/heart rate

Relax muscles

FACTS

smell

Partnership with Shiseido

Aroma through air conditioning

system at different times of day

Citrus: wake up call

Floral: concentration

Woodland: relaxation

Diminishes stress

Sense of well-being

INNOVATION

Kajima headquarters

Shiseido/Kajima Research – Tokio 1998

taste

Feel good

Nutrition

Energy

Pleasure

Poor Diet

E number foods

High sugars

Allergies

Poisons

Food and drink

Jamie Oliver – 2005“Campaign for better School Meals”

“Pupil Food pill plan” Sept 2008

Wesnes – 200321 Studies – Verify improvement in performance post breakfast.

Seven ages of children

Scale

Proportions

Proxemics

Defensible space

Rhythm

Ergonomics

Anthropometrics

Flexibility

spaceFACTS

S. Pivak, P. Wasley/ M. Fine et al – 2000

D.Douglas/ R., Gifford – 2001

Greenman,,J – 2004 & 2007, Olds, A - 1997

Allow adaptation of spatial arrangement

Provide Choice of learning zones

Flexibility empowers both teacher and

learner and a positive impact on the

effectiveness of the learning

environment. HEAD study 2012

spaceHow do we support learning

7 Ages

V.F. Reyna/ F.Farley -2008

oestrogenprogesterone

dopamineNor-adrenaline

testosteronecortisol

cortisol

seratonin

melatonin

melatonin

testosterone

Physiological IssuesOxytocin

ForensicEating DisordersAnxiet

y

depressionmood swings

angerlow self-esteemviolence

destructiveness

self-harmover activity

sexualised behaviours

obsessive behaviours

Emotional difficulties

Behavioural difficulties

Relationship difficulties

problems in the family

problems with peers

problems with school

problems with attachment and loss

problems communicating

problems sleeping

Developmental / disability difficulties

Treatment adherence problems

Substance misuse

Developmental Issues

Developmental issues

Physiological

Physical

Emotional

Sexual

Social

Behavioural

Brain Profiling

Verbal:Involved in

language skills, Controls speech,

reading, writing and spelling. It remembers

facts, recalls names, dates and figures.

Logical and Analytical:Deals with information in a concrete way, understands

only literal meaning.

Linear:Information is processed

sequentially, a step-by-step way of thinking.

Organised:Information is preferred in

a Structured and systematic

way.

Non-Verbal:Prefers to work with images rather than words.

Metaphorical:Understands images and metaphors. Sees the picture in the literal meaning,fantasies, makes up stories.

Non-linear (holistic):Sees the big picture, makes intuitive leaps and ignores sequential processing. Can create and use many types of information simultaneously. Recalls the face as a whole.

Spatial:Understands depth and multi-dimensional perception. Allows individualto find way without followinga map.

Feeling:Processes feeling, intuition, sensitivity and people-awareness

Brain Profiling

Brain Profiling

Spivak - 1996

Short winter days

Attention spans

Energy levels

Periods of deep concentration

Resetting circadian clocks

sense of timeFACTS

“Adolescents have a bio-predisposition to sleep longer

in the morning”

Memory capacity test results:

Morning – 42% correct answers

Afternoon – 51% correct answers

(matches findings in Canada & USA)

Dr. Paul Kelly – Monkseaton High School

“Radical timetable change needed to match body clocks”

New Curriculum:

- Core Learning – 11:00am – 3:00 pm

- Independent learning either side

sense of timeFACTS

Russell Foster + Dr. Paul Kelley - 2008

Emotional Mapping

Emotional Mapping is a new & exciting

innovative design tool

Enables teachers and designers

to navigate through the emotions,

feelings, sentiments and sensations

of pupils and students

Coventry Children’s Hospital

Corridors

Toilets

Halls

Dining areas/ Refectories

Outside spaces

Library

Social spaces

Resource Centres

Flashpoint Areas

Pleasant Spaces

Emotional Mapping

a space to engage all the senses

A space to address; Learning phobia Speech disorders Speech impairment Dyslexia Dyspraxia Dyscalculia Autism Hyperactivity Challenging behaviour Withdrawn / isolation

a truly magical healing, place

Physiological Condition

Psychological Condition

Design Decision

Emotional Condition

Physical Condition

If you would like to discuss any of these issues further please contactRichard Mazuch

Richard.Mazuch@IBIGroup.com

Twitter: @IBI_THiNKWebsite: www.ibi-nightingale.com