The impact of the classroom built environment on student perceptions and learning

Marchand, Gwen C.; Nardi, Nicholas M.; Reynolds, Douglas D.; Pamoukov, Stoil

doi:10.1016/j.jenvp.2014.06.009

Cited by 86 publications

(50 citation statements)

References 44 publications

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“…Students feel that the focus of attention increases when they do not feel bored easily and can enjoy reading. This relates to a student"s ability to concentrate in the chosen space and pay attention during reading (Marchand et al, 2014).…”

Section: Cognitive Affective and Behavioral Dimension Of Student Rementioning

confidence: 99%

“…A student"s ability to respond to lessons is considered a positive cognitive ability (Benfield et al, 2015). Marchand et al (2014) have investigated the impact of the classroom on students" comprehensive abilities and perception of the environment. Comprehension, i.e.…”

Section: Introductionmentioning

confidence: 99%

“…understanding of reading or listening, is a constructive process that involves interaction between the material read or heard by the learner; the reader or listener can remember the meaning of what is being read or heard (Royer, 2001). Cognitive ability is also seen from reading attention and the ability to concentrate even in high-noise environments (Marchand et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…In the literature on classroom environments, the impact of the physical environment on user psychology, such as feeling (mood) and individual perception of environmental impacts on learning, are considered not getting enough concern (Marchand et al, 2014). Feeling is a significant issue that have a contribution on reading comprehension (Bohn-gettler and Rapp, 2011; Egidi and Gerrig, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Campus’ Informal Learning Spaces for Reading Activities and Their Relation to Undergraduates’ Responses

Tampubolon

Kusuma

2020

dimensi

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Potential of informal learning spaces (ILS) in promoting reading activities are one of a theme of space that can be explored in higher education. This explanatory study was aimed at identifying ILS at selected university which preferred by students as reading space and their relation to students’ responses. Students tend to choose library ILS but non-library ILS also have potential in supporting the responses to be achieved. Students were found to have better comprehension, a good mood, and to read longer in library ILS. Meanwhile, students found it easier to pay attention and felt an increased desire to engage in discussions in non-library ILS, and tended to visit these more often. At this case study, library ILS tends to be used for individual activities, while non-library ILS are used for collaborative or group activities. Adapting function and type of space between ILS categories can be part of efforts to create learning engagement and to support both individual and collaborative work.

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Section: Cognitive Affective and Behavioral Dimension Of Student Rementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Campus’ Informal Learning Spaces for Reading Activities and Their Relation to Undergraduates’ Responses

Tampubolon

Kusuma

2020

dimensi

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“…The classrooms thermal environment and air quality since have a big effect on students' performance were assessed by questionnaire surveys [16,17] and measurements that followed the requirements of the ISO 7726 standard [18] in both schools before and after refurbishments. Air temperature, relative humidity, air velocity, and the CO 2 level were measured by the Testo 400 Reference Meter & Logger (with ±0.4 • C, ±1%RH, 0.5% velocity, 50 ppm accuracy), with 5 min intervals, placed as centrally in the classroom as possible.…”

Section: Step 1: Preliminary Data Collectionmentioning

confidence: 99%

Energy retrofit techniques: An experimental study of two typical school buildings in Tehran

Tahsildoost

Zomorodian

2015

Energy and Buildings

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Crime Prevention through Environmental Design in schools: Students' perceptions of safety and psychological comfort

Lamoreaux¹,

Sulkowski

2020

Psychology in the Schools

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This study assessed students' preferences and perceptions of physical safety and psychological comfort related to the use of Crime Prevention through Environmental Design (CPTED) in school facilities. Participants included middle and high school students (N = 900; 54% female) from four school districts in the U.S. Southwest. All participants contributed data electronically and a matched‐paired research design was used to assess students' preferences for physical safety and psychological comfort. Study results indicate that CPTED design strategies involving natural surveillance, access control, and territoriality/maintenance are perceived by students as being more physically safe and psychologically comfortable than designs devoid of CPTED strategies. Moreover, these preferences were found to be generally invariant to demographic differences among participants. Overall study findings indicate that use of CPTED strategies in school design has appeal to students and may ensure that they feel both safe and comfortable in school settings.

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The impact of the classroom built environment on student perceptions and learning

Cited by 86 publications

References 44 publications

Campus’ Informal Learning Spaces for Reading Activities and Their Relation to Undergraduates’ Responses

Campus’ Informal Learning Spaces for Reading Activities and Their Relation to Undergraduates’ Responses

Energy retrofit techniques: An experimental study of two typical school buildings in Tehran

Crime Prevention through Environmental Design in schools: Students' perceptions of safety and psychological comfort

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