Neuroarchitecture study: Academic Spaces’ Impact on Neurophysiological processes

Background: The analysis of the relationships between space and neurophysiological processes represents a growing field of interest in neuroarchitecture applied to education and the academic setting. Aims: The study investigates the effect of four types of academic spaces (classroom, open space context, permanent exhibition space, and laboratory) on the neurophysiological correlates and cognitive restoration of a sample of healthy students. Methods: The study employed a qualitative-quantitative approach. An initial assessment evaluated resting neurophysiological states and mental environment representations. Neurophysiological data (Delta, Theta, Beta, and Gamma frequency bands) were recorded through a wearable electroencephalography system during space exploration. Subsequently, participants provided further mental representations and completed two psychometric scales (Building Wellbeing Scale and Perceived Restorativeness Scale) at the conclusion of the study. Results: The main findings suggest that environments dedicated to permanent exhibitions and educational activities entail higher levels of coherence compared to laboratory settings. Open spaces (such as atriums) have demonstrated greater social connectivity compared to traditional classrooms. Analyses of variance revealed a significant increase in activity within the temporo-parietal cortical regions as opposed to frontal cortical regions for the Delta, Theta, and Gamma bands. Furthermore, an increase in Beta band activation in the left hemisphere compared to the right was observed, implying involvement of positive emotions during exploration. Conclusion: This study highlights the importance of carefully considering the design of academic spaces to promote the psychological and cognitive well-being of students, using tangible evidence derived from neurophysiological analysis and a neuroscientific approach.