Abstract: (35 Views)
With the growing attention to the impact of physical environments on cognitive functioning, neuroarchitecture—as a novel integration of architectural design and neuroscience—has provided a scientific framework for enhancing the quality of learning spaces. This approach, grounded in findings from cognitive neuroscience and brain imaging, seeks to align spatial design elements with the structure and functions of the human brain, particularly during the early stages of development. Among various cognitive capacities, visual–spatial intelligence—a core component of Gardner’s theory of multiple intelligences—plays a pivotal role in mental imagery, information processing, visual reasoning, and spatial learning.
The aim of this study is to propose a conceptual model demonstrating how architectural elements in Architecture of educational spaces, within the framework of neuroarchitecture, can enhance children’s visual intelligence by mediating neural–cognitive perception processes. The data were derived from a quantitative study involving 400 participants, including teachers, architects, and educational experts, and were analyzed using Structural Equation Modeling (SEM).
The findings indicate that components such as natural light, spatial legibility, geometry and form, human scale, spatial rhythm, and environmental flexibility influence spatial perception, visual memory, and cognitive wayfinding through the activation of brain regions such as the visual cortex (V1–V4), hippocampus, amygdala, and prefrontal networks. Based on these results, the conceptual framework proposed in this paper offers a brain-centered model for educational design that may contribute to the optimization of school architecture, the development of educational standards, and the enhancement of learning experiences
The aim of this study is to propose a conceptual model demonstrating how architectural elements in Architecture of educational spaces, within the framework of neuroarchitecture, can enhance children’s visual intelligence by mediating neural–cognitive perception processes. The data were derived from a quantitative study involving 400 participants, including teachers, architects, and educational experts, and were analyzed using Structural Equation Modeling (SEM).
The findings indicate that components such as natural light, spatial legibility, geometry and form, human scale, spatial rhythm, and environmental flexibility influence spatial perception, visual memory, and cognitive wayfinding through the activation of brain regions such as the visual cortex (V1–V4), hippocampus, amygdala, and prefrontal networks. Based on these results, the conceptual framework proposed in this paper offers a brain-centered model for educational design that may contribute to the optimization of school architecture, the development of educational standards, and the enhancement of learning experiences
Keywords: Neuroarchitecture, Visual–Spatial Intelligence, Educational Space Design, Perceptual Neuroscience, Cognitive neuroscience
Type of Study: Research |
Received: 2025/12/8 | Accepted: 2021/10/2 | ePublished ahead of print: 2025/12/8
Received: 2025/12/8 | Accepted: 2021/10/2 | ePublished ahead of print: 2025/12/8
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