Physical Factors Influencing the Enhancement of Satisfaction in Educational Spaces to Improve Architecture for the Deaf

Ghazimirsaied, Seyedamirreza; GHasemi Sechani, Maryam

Physical Factors Influencing the Enhancement of Satisfaction in Educational Spaces to Improve Architecture for the Deaf

Document Type : Original Article

Authors

Seyedamirreza Ghazimirsaied ¹ ^¶

Maryam GHasemi Sechani ²

¹ Architectural researcher, Faculty of Architecture and Urban Planning, Islamic Azad University, Isfahan Branch (Khorasgan), Isfahan, Iran.

² Associate Professor of Architecture, Faculty of Architecture and Urban Planning, Islamic Azad University, Isfahan Branch (Khorasgan), Isfahan, Iran.

Abstract

This study investigates the role of architectural design in enhancing user experience and increasing satisfaction among deaf and hard-of-hearing individuals within educational spaces. Educational spaces, as key environments for growth and learning, require designs that address the specific needs of users and foster effective interaction between individuals and their environment. Despite the importance of this issue, the needs of the deaf community have often been insufficiently addressed in Iranian architectural practices. This research focuses on the needs of deaf and hard-of-hearing students, emphasizing the significance of human-centered design. It aims to transform educational learning environments in a way that not only enhances user satisfaction but also play a pivotal role in improving the quality of educational experiences and strengthening social interactions. Furthermore, this study seeks to offer practical recommendations, providing a functional model for architects and designers, that will leave a lasting impact on education and contribute to sustainable social development. The research employs an environmental psychology framework and qualitative methods, including structured observations and in-depth interviews, to identify spatial preferences in educational environments tailored for deaf individuals. The data were systematically analyzed using Atlas.ti software. The findings indicate that centralized designs, circular layouts, and the incorporation of diverse textures, appropriate color schemes, and strategic lighting are fundamental elements in enhancing the visual and communicative experiences of deaf individuals. Additionally, the availability of communication technologies and supportive facilities significantly elevates the quality of learning and social engagement for this community.

Keywords

Educational Space Architecture

Architectural Quality

Architecture for the Deaf

Architectural Spatial Preferences

Satisfaction

Educational Spaces for the Deaf

Human-Centered Design

20.1001.1.28209818.1403.4.3.3.6

Subjects

Advanced Technologies in Architecture

1- اکبرزاده، زهرا؛ حیدرنتاج، وحید؛ احمدی، فریال؛ و با‌عزت، فرشته(2019). تأثیر چیدمان بر طراحی فضای آموزش معماری جهت بهبود عملکرد تحصیلی و شناختی. نشریه علمی اندیشه معماری، 3(6)، 96-109.‎ doi:10.30479/at.2020.11995.1367
2- سلیمان‌بیگی، فرزانه؛ گیتی، اردوان؛ عالمی، مینو؛ و سیاوشی، سارا(1400). مقدمه‌ای بر زبان اشاره ایرانی (اشارانی). موسسه انتشارات دانشگاه صنعتی شریف، تهران.
3- Abdel-Maksoud, A. H. (2016). The Role of Universal Design in Virtual Deaf Schools. International Design Journal, 6(3), 129-143. doi:10.12816/0036499
4- Abouebeid, SARAH, 2019. Inclusive Design of Urban Spaces: Deaf and Blind Urbanism through Spatial and Multi-sensory Design. Researchgate. doi:10.13140/RG.2.2.10789.35049
5- Bunbun, D. U., Owusu, T. A., & Asare, D. A. (2023). CLASSROOM ENVIRONMENT SUPPORT OF COMMUNICATION FOR DEAF STUDENTS. SocioEdu: Sociological Education, 4(2), 27-31. doi:10.59098/socioedu.v4i2.1176
6- Charters, K. (2014). Beyond Vision: Designing for the Deaf.
7- David, M. (2008). Universal design & barrier-free access: Guidelines for persons with hearing loss. Canadian Hard of Hearing Association= Association des malentendants canadiens.
8- Douglas, M., & White, A. (2018). Qualitative content analysis in the study of space and human behavior. Journal of Environmental Psychology, 23(3), 187-197.
9- Evans. (2014). The psychology of space: Exploring the effects of the built environment on human behavior. Psychological Science, 25(5), 980-990. doi:10.21625/essd.v2i1.157
10- Franklin, P. E. (2010). Perforating tympanic walls: A second look at identity politics in relation to the 1988 and 2006 protests at Gallaudet University. The George Washington University.
11- Bauman, H. (2010). Gallaudet University: DeafSpace Design Guidelines. Washington, DC.
12- Gaudiot, D. M. S. F., & Martins, L. B. (2019). The Classroom Built Environment as an Inclusive Learning Process for the Deaf Students: Contribution of Ergonomics in Design. In Advances in Ergonomics in Design: Proceedings of the AHFE 2018 International Conference on Ergonomics in Design, July 21-25, 2018, Loews Sapphire Falls Resort at Universal Studios, Orlando, Florida, USA 9 (pp. 531-540). Springer International Publishing.
13- Gerfen, Katie, 2005. “Instructive spaces”. Bridging the gap. Volume 94 Number 7, pp: 62-67.
14- Guardino C, Antia SD. (2012). Modifying the classroom environment to increase engagement and decrease disruption with students who are deaf or hard of hearing. J Deaf Stud Deaf Educ. 2012 Fall;17(4):518-33. doi: 10.1093/deafed/ens026.
15- Hauan, T. (2017). Deaf-First Architecture: An Educational Design Framework for Deaf and Hard of Hearing (Doctoral dissertation).
16- Johnson. (2013). Triangulation in research: A review of the methods and its applications. International Journal of Research Methodology, 16(4), 115-126. doi:10.20935/AL33922
17- Kahfi, S & Andryansyah, R & Taqiuddin, Z & Bashair, F & Rida, M. (2024). Deaf space concept in designing classroom interior for learning motivation of deaf students in special schools. IOP Conference Series: Earth and Environmental Science. 1356. 012115. 10.1088/1755-1315/1356/1/012115.
18- Marshall, C., & Robert, M. (2011). Exploring the spatial perceptions of non-architects: Methodologies for qualitative research in architectural space. International Journal of Architectural Research, 5(2), 33-45.
19- Marzouk, Y. S., El-Sherbiny, E., & Refaat, T. (2024). The architecture design checklist of classrooms for children with cochlear implant in rehabilitation centers. Results in Engineering, 22, 102175. doi:10.1016/j.rineng.2024.102175
20- Tsymbal, K. A. (2010). Deaf space and the visual world—buildings that speak: An elementary school for the deaf. University of Maryland, College Park.
21- World Health Organization. (2018). Addressing the rising prevalence of hearing loss.