Neuroarchitectural design and its capacity to improve academic performance with special abilities
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Abstract
The spatial and psychological relationship of students in classrooms according to academic components currently represents 80% of the student's physical environment throughout their career. 12.45% respond to psychological alterations due to stress and mental exhaustion factors, which is why the study is justified in attempting to create spaces that generate relaxation and comprehensive comfort. In the Faculty of Architecture and Urbanism, according to a sample provided by the Student Welfare Department, there is a stress level of more than 68% among FAU students, as determined by a student census, which also revealed the important fact that 5.63% have ASD and psychosensory disorders, which are attributed to their disability. This scientific document will address techniques for establishing comfortable spaces within the Faculty's classroom modules and provide criteria based on cognitive analysis and decision-making. The study evaluates how physical variables in the environment, such as temperature, humidity, and noise, influence the well-being and performance of students at the Faculty of Architecture and Urbanism at the University of Guayaquil. Through systematic measurements, environmental deficiencies that affect comfort and learning were identified. Architectural improvements are proposed that integrate principles of neuroarchitecture and bioclimatic design. However, the focus of this study is characterized by the function of bioclimatic criteria as indicators that contribute to the cognitive comfort of people with ASD and psychosensory disorders within the Faculty of Architecture and Urbanism. It is concluded that the study of individuals' own faculties contributed to deriving criteria for sizing and active contact with natural spaces that led to a 65% reduction in psychosensory disorders and a 50% increase in concentration within the classroom.
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