تبیین مؤلفههای طراحی چندحسی در فضاهای آموزشی مدارس با رویکرد ارتقاء یادگیری و تقویت تعاملات بیننسلی
محورهای موضوعی : مباحث مرتبط با آموزش معماری
1 - گروه معماری، واحد ساوه، دانشگاه آزاد اسلامی، ساوه، ایران.
2 - گروه معماری، واحد ساوه، دانشگاه آزاد اسلامی، ساوه، ایران.
کلید واژه: طراحی چند حسی, تعاملات بین نسلی, تجربهگرایی در یادگیری, معماری یادگیریمحور, سازمانمندی حسی فضا,
چکیده مقاله :
|
پژوهش حاضر با هدف تبیین نقش فضاهای آموزشی چندحسی در ارتقای کیفیت تجربههای یادگیری و تقویت پیوندهای بیننسلی در بستر مدارس صورت گرفته است. با توجه به اهمیت فزاینده طراحی محیطهای یادگیری در شکلدهی به تجربههای آموزشی معنادار، عمیق و پایدار، این مطالعه با رویکردی میانرشتهای تلاش دارد تا ظرفیتهای فضاهای چندحسی را بهمثابه بسترهایی اجتماعی برای تسهیل، گسترش و تعمیق تعامل میان نسلها بررسی نماید. روش تحقیق از نوع کمی و کیفی توامان بوده است که در ابتدا از روش توصیفی–تحلیلی و پسرویدادی بوده که بر مبنای مرور نظاممند ادبیات نظری، تحلیل محتوای پژوهشهای پیشین و بررسی مطالعات موردی معتبر در خصوص متغیرهای پژوهش انجام شده است. در ادامه، مولفه ها با بهرهگیری از مدلسازی معادلات ساختاری، ارتباط میان مؤلفههای پنهان از طریق تحلیل عاملی تأییدی مورد آزمون قرار گرفت و مدل مفهومی نهایی در دو سطح اندازهگیری و ساختاری تدوین گردید. نتایج نشان داد که طراحی فضاهایی که همزمان حسهای دیداری، شنیداری، بساوایی و حرکتی را فعال میکنند، نهتنها موجب افزایش انگیزش، تعامل و مشارکت در فرآیند یادگیری میشوند، بلکه بستر مناسبی برای شکلگیری روابط میاننسلی و انتقال دانش، تجربه و ارزشهای فرهنگی میان گروههای سنی مختلف فراهم میسازند. در بافتهای فرهنگی-اجتماعی دارای ساختارهای سنتی، این مسئله اهمیتی دوچندان مییابد. بر این اساس، توجه سیاستگذاران، طراحان و برنامهریزان آموزشی به این موضوع، ضروری است. |
This study aims to explain the role of multisensory educational spaces in enhancing the quality of learning experiences and strengthening intergenerational connections within school settings. Given the growing importance of learning environments in shaping meaningful, deep, and lasting educational experiences, this interdisciplinary research seeks to explore the potential of multisensory spaces as social platforms that facilitate, expand, and deepen intergenerational interaction. The research methodology employed a mixed-methods approach, combining both quantitative and qualitative strategies. Initially, a descriptive–analytical and post-event method was used, based on a systematic review of theoretical literature, content analysis of previous studies, and an examination of relevant case studies concerning the research variables. Subsequently, using structural equation modeling (SEM), the relationships among latent variables were tested through confirmatory factor analysis, and the final conceptual model was developed at both measurement and structural levels. The findings indicate that the design of environments that simultaneously stimulate visual, auditory, tactile, and kinesthetic senses not only enhances motivation, engagement, and participation in the learning process but also provides a fertile ground for forming intergenerational relationships and transferring knowledge, experiences, and cultural values across age groups. In socio-cultural contexts with traditional structures, this issue becomes even more significant. Accordingly, the study underscores the need for educational policymakers, designers, and planners to give deliberate attention to this matter.
-Adibian, M., Khosravi, S., & Ebrahimi, L. (2025). Multisensory classroom design and student engagement: An Iranian case study. International Journal of Educational Architecture.
-Adibian, M., Zeinali, H., & Barmaki, S. (2025). DeepMine-multi-TTS: A Persian speech corpus for multi-speaker text-to-speech. Language Resources and Evaluation, 1–20.
-Anugrah, K. A., & Aldyfra, L. L. (2020). Sensory design in school architecture, Playgroup–TK Jagad Alit Waldorf, Bandung. Jurnal RISA, 4(4).
-Anugrah, T., Putri, D., & Santosa, W. (2020). Waldorf School "Jagad Alit": Designing for sensory education. Journal of Architecture and Design Studies.
-Antarovna, K. (2024). Enhancing primary education: The role of interactive methods in classroom learning. International Journal of Advance Scientific Research. https://doi.org/10.37547/ijasr-04-04-07
-Antrovan, L. (2024). Interactive learning methods in primary education: A pathway to social development. Journal of Child Psychology and Education.
-Banks, J. A., Frydenberg, E., & Liang, R. (2024). Promoting social and emotional learning in early childhood through intergenerational programming: A systematic review. Educational and Developmental Psychologist, 41(1), 12–28. https://doi.org/10.1080/20590776.2023.2289626
-Banks, M., Oliver, S., & Nkomo, P. (2024). Emotional and social growth in early childhood through intergenerational programs. Early Child Development and Care.
-Bilý, J., & Miština, J. (2023). Using an interactive whiteboard to increase the effectiveness of teaching at secondary schools. R&E-SOURCE. https://doi.org/10.53349/resource.2023.is1.a1189
-Boström, A. K., & Schmidt-Hertha, B. (2017). Intergenerational relationships and lifelong learning. Journal of Intergenerational Relationships, 15(1), 1–3. https://doi.org/10.1080/15350770.2017.1260408
-Cai, X., Sun, N., & Bai, X. (2024). Intergenerational versus peer-learning in older volunteer training: A mixed-methods evaluation. Innovation in Aging, 8(Suppl 1), 1324. https://doi.org/10.1093/geroni/igae098.4228
-Cosentino, C., Malhotra, A., & Becker, H. (2023). Educational spaces reimagined: Collaboration between architects and educators. Design and Education Journal.
-Cosentino, G., Lee-Cultura, S., Papavlasopoulou, S., & Giannakos, M. (2023). Designing multi-sensory environments for children’s learning: An analysis of teachers’ and researchers’ perspectives. In Proceedings of the 22nd Annual ACM Interaction Design and Children Conference. https://doi.org/10.1145/3585088.3589368
-Cuturi, L. F., Cappagli, G., Yiannoutsou, N., Price, S., & Gori, M. (2022). Informing the design of a multisensory learning environment for elementary mathematics learning. Journal on Multimodal User Interfaces, 1–17.
-Cuturi, L. F., DeAngelis, G. C., & Angelaki, D. E. (2009). Multisensory integration: Psychophysics, neurophysiology, and computation. Current Opinion in Neurobiology, 19(4), 452–458. https://doi.org/10.1016/j.conb.2009.06.008
-Egenissova, A., & Zheksenbayeva, L. (2023). Application of interactive teaching methods in the educational process. Yessenov Science Journal. https://doi.org/10.56525/qdrs7741
-Eijck, T. (2024). Scientific reasoning with interactive diagrams in primary education. International Journal of Science Education, 90–94. https://doi.org/10.1080/09500693.2024.2387225
-Fadeev, A., & Milyakina, A. (2021). Multisensory learning environments. In SHS Web of Conferences (Vol. 130, p. 02003). EDP Sciences. https://doi.org/10.1051/shsconf/202113002003
-Ferrando, M., Cattaneo, L., & Sartori, L. (2022). Enhancing spatial cognition through embodied and visual-motor games in children. Frontiers in Psychology.
-Ferrando, S., Volta, E., & Volpe, G. (2022, June). Multisensory technologies to support teaching: An ongoing project. In Proceedings of the 21st Annual ACM Interaction Design and Children Conference (pp. 557–563). https://doi.org/10.1145/3501712.3535284
-Globa, A., Beza, B., & Wang, R. (2022). Towards multi-sensory design: Placemaking through immersive environments – Evaluation of the approach. Expert Systems with Applications, 204, 117614. https://doi.org/10.1016/j.eswa.2022.117614
-Karol, E., & Smith, D. (2019). Impact of design on emotional, psychological, or social well-being for people with cognitive impairment. HERD: Health Environments Research & Design Journal, 12(3), 220–232. https://doi.org/10.1177/1937586718813194
-Kumar, P., Dhir, A., Alsharari, N. M., & Salo, J. (2019). Digital transformation in education: A systematic review of security and privacy issues. Education and Information Technologies.
-Kumar, P. C., Chetty, M., Clegg, T. L., & Vitak, J. (2019, May). Privacy and security considerations for digital technology use in elementary schools. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems (pp. 1–13). https://doi.org/10.1145/3290605.3300537
-Leonardi, S., Di Cara, M., Giliberto, S., Piccolo, A., De Domenico, C., Leonardi, G., … & Cucinotta, F. (2025). The use of multisensory environments in children and adults with autism spectrum disorder: A systematic review. Autism. https://doi.org/10.1177/13623613251320424
-Marchenko, N., Slipchuk, V., & Yuzkiv, H. (2023). Interactive learning methods in higher education institutions. The Modern Higher Education Review. https://doi.org/10.28925/2518-7635.2023.810
-Matějka, J., Nováková, K., & Zelený, T. (2024). Multisensory and intergenerational education: Social and digital cohesion in practice. International Journal of Social Pedagogy.
-Matějka, M., & Kořán, R. (2024). Intergenerational exchange: Connecting learning experiences across generations. R&E-SOURCE, 165–175. https://doi.org/10.53349/resource.2024.is1.a1252
-Mikhail, A., Bianchi, F., & Conti, R. (2023). Sensory experience and academic performance in architectural spaces: A case study of Milan Polytechnic. Journal of Environmental Psychology.
-Pocinho, R., Belo, P., & Sánchez, E. T. (2016, November). Lifelong education. In Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 385–387). https://doi.org/10.1145/3012430.3012544
-Pruaño, A., Gómez, A., Galván, J., & Cano, J. (2022). Intergenerational professional development and learning of teachers: A mixed methods study. International Journal of Qualitative Methods, 21. https://doi.org/10.1177/16094069221133233
-Sharova, T., Kolomoiets, H., & Malechko, T. (2024). The use of interactive teaching methods in educational institutions. Problems of Education. https://doi.org/10.52256/2710-3986.2-101.2024.15
-Shvardak, M. (2023). Digital interactive technologies in educational process of primary school. Scientific Journal of Khortytsia National Academy. https://doi.org/10.51706/2707-3076-2023-8-3
-Suryaratri, R. D., Prayitno, E. H., & Wuryani, W. (2019). The implementation of multi-sensory learning at elementary schools in Jakarta. Jurnal Pendidikan Usia Dini, 13(1), 100–113. https://doi.org/10.21009/10.21009/JPUD.131.08
-Suryaratri, R. D., Sutiarso, S., & Widodo, S. A. (2019). The impact of multisensory approach in early childhood learning environments. Journal of Early Childhood Education.
-Talaei Shams, S., Fadaei, M., & Amini, H. (2021). Intergenerational learning through multisensory educational methods in Iran. Iranian Journal of Education.
-Talaei Shams, S., Gholamzadeh Alam, K., Sharepour, M., & Mahdavi, L. (2021). Role of intergenerational-interpersonal communication in the performance of Red Crescent Society staff in Tehran province. Quarterly Scientific Journal of Rescue and Relief, 13(2), 95–104. http://dx.doi.org/10.32592/jorar.2021.13.2.2
-Tsiloni, E., Dragioti, E., Gouva, M., Vassilopoulos, S. P., & Mentis, M. (2024). A systematic review of the impact of intergenerational learning on the psychosocial well-being of primary school children and older adults. European Psychiatry, 67(S1), S340–S341. https://doi.org/10.1192/j.eurpsy.2024.703
-Tuohy, D., Cassidy, I., Graham, M., McCarthy, J., Murphy, J., Shanahan, J., & Tuohy, T. (2023). Facilitating intergenerational learning between older people and student nurses: An integrative review. Nurse Education in Practice, 72, 103746. https://doi.org/10.1016/j.nepr.2023.103746
-Wang, Y., Chen, L., & Hsiao, C. (2024). Evaluation of i-GESS program: Building intergenerational engagement through sensory education. Educational Gerontology.
-Wong, A. C., Lai, D. W., Ou, A. Y., & Bai, X. (2024). IGESS: A co-creative intergenerational strategy for enhancing positive intergenerational outcomes. Innovation in Aging, 8(Suppl 1), 1342. https://doi.org/10.1093/geroni/igae098.4281
-Yang, L., Zhuang, Y., & Ling, J. (2024). Multi-dimensional three-dimensional space learning in human-computer interaction. In Lecture Notes in Computer Science (pp. 180–191). https://doi.org/10.1007/978-3-031-61953-3_21
