تأثیر طراحی بیوفیلیک بر یادگیری و رفتار دانش‌آموزان مبتلا به اختلال (ADHD) نقص توجه و بیش فعالی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار گروه معماری، دانشکده هنر و معماری،واحد شیراز، دانشگاه آزاد اسلامی، شیراز، ایران.

2 استادیار گروه معماری، دانشکده مهندسی و فنی، واحد بوشهر، دانشگاه آزاد اسلامی، بوشهر، ایران.

3 دانشجوی دکتری معماری، دانشکده مهندسی و فنی، واحد بوشهر، دانشگاه آزاد اسلامی، بوشهر، ایران.

چکیده

طبیعت به‌عنوان یکی از مؤلفه‌های بنیادین زیست انسانی، نقش تعیین‌کننده‌ای در رشد جسمانی و روان‌شناختی ایفا می‌کند؛ بااین‌حال، گسترش شهرنشینی و کاهش تماس مستقیم با محیط‌های طبیعی، به‌ویژه در کودکان دارای اختلال نقص توجه/بیش‌فعالی (ADHD)، موجب افزایش آسیب‌پذیری‌های روان‌شناختی می‌شود. این پژوهش با هدف بررسی تأثیر طراحی بیوفیلیک بر یادگیری و رفتار دانش آموزان مبتلا به اختلال (ADHD) نقص توجه و بیش­فعالی انجام شد. پژوهش حاضر از نوع کاربردی و با روش پیمایشی و رویکرد شبه‌تجربی پیش‌آزمون–پس‌آزمون با گروه کنترل اجرا گردید. جامعه آماری شامل کلیه دانش‌آموزان پسر ۵ تا ۶ ساله مبتلا به ADHD در مدارس ابتدایی شهر شیراز بود که با نمونه‌گیری خوشه‌ای تصادفی انتخاب شدند. ابزار گردآوری داده، پرسشنامه استاندارد با پایایی تأییدشده (آلفای کرونباخ 0.817) بود. تحلیل داده‌ها با آزمون‌های کولموگروف–اسمیرنوف، لوین، تحلیل کوواریانس چندمتغیره (MANCOVA) که در نرم‌افزار SPSS نسخه ۲۲ انجام گرفت. نتایج حاکی از آن بود که بین گروه آزمایش و کنترل در پس‌آزمون، پس از کنترل پیش‌آزمون، تفاوت معناداری در کاهش علائم ADHD و بهبود یادگیری وجود دارد (سطح معناداری < 0.05). مقادیر بالای اندازه اثر (0.664 و 0.693) بیانگر تأثیر قوی محیط‌های بیوفیلیک در ارتقای کیفیت یادگیری و سلامت روان کودکان است. یافته‌ها ضرورت ادغام اصول بیوفیلیا در طراحی مراکز آموزشی شهری را برای بهبود رشد شناختی و رفتاری کودکان تأیید می‌کند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Reviewing the Impact of Biophilic Design in Educational Centers on Learning in Children with Attention Deficit Hyperactivity Disorder (ADHD) and Attention Deficits

نویسندگان [English]

  • Khosro Movahed 1
  • mohammad ali rahimi 2
  • Hourieh Azimaee 3
1 Associate Professor, Department of Architecture, Faculty of Art and Architecture, Shiraz Branch, Islamic Azad University, Shiraz, Iran.
2 Assistant Professor, Department of Architecture, Faculty of Engineering and Technology, Bushehr Branch, Islamic Azad University, Bushehr, Iran.
3 Ph.D. Candidate in Architecture, Department of Architecture, Faculty of Engineering and Technology, Bushehr Branch, Islamic Azad University, Bushehr, Iran.
چکیده [English]

Statement: Humans the product of millions of years of evolution and interaction with their surroundings, have deep biological and psychological roots in natural processes. Nature acts not only as a living environment but also as "humanity's second womb"; a place where the human body and psyche are formed and perfected. This ancient connection has been an inseparable part of human life and has played a central role in shaping cognitive, emotional, and social structures. However, in the current era, the rapid growth of urbanization, the expansion of concrete spaces, and the reduction of green spaces have weakened this inherent bond. Children, especially those with Attention Deficit Hyperactivity Disorder (ADHD), are particularly affected by this disconnect. The negative effects of this reduced contact with nature manifest as decreased concentration, increased anxiety, impaired cognitive skills, and learning difficulties. Environmental changes in urban structures have not only deprived children of the opportunity to directly experience nature but have also seriously threatened their natural development, a threat that can continue into adulthood. One manifestation of this challenge is the emergence of learning disabilities directly related to the lack of natural environmental stimuli. Therefore, rethinking the methods of designing and creating educational environments is essential. The concept of "biophilia" –humanity's innate love for nature and the desire to connect with it – is instrumental in this regard and, as a design approach, can simultaneously address the aesthetic, psychological, and cognitive needs of children. Research Question: This study seeks to answer the question: How can an architectural approach based on biophilic design in adapting educational spaces promote and improve the growth and learning of children with ADHD? This question is particularly important because modern educational spaces provide fewer opportunities for free play and experiencing nature, and this has diminished children's sensory-cognitive connection with the natural world. Objectives and Method: The main objective is to investigate the necessity and indicators of biophilia in improving the quality of educational centers to increase satisfaction, promote mental health, and enhance the learning level of this group of children. The current study is analytical-correlational, and applied in approach. Data were collected through a survey method using a standard questionnaire; its reliability was confirmed with a Cronbach's alpha of 0.817. The research was conducted in the form of a quasi-experimental pre-test-post-test design with a control group, on 5 to 6-year-old boys with ADHD in Shiraz elementary schools. First, ADHD symptoms were measured in both groups, then the biophilic intervention was implemented, and the test was conducted again. Data analysis was performed using Kolmogorov-Smirnov, Levene's, MANCOVA, and ANCOVA tests in SPSS version 22 software. Findings and Suggestions: The results confirmed the importance of integrating biophilia principles into educational design. Environments rich in natural elements such as daylight, live plants, organic materials, and green landscapes can significantly increase not only mental health but also the learning capacity and concentration of children with ADHD. Based on these findings, it is suggested that policymakers and designers consider biophilia standards as a requirement in the design process of urban educational centers to reduce the gap between humans and nature in future generations.

کلیدواژه‌ها [English]

  • Biophilic Architecture
  • Attention Deficit Hyperactivity Disorder (ADHD)
  • Children's Learning
  • Educational Center
  • Environmental Design

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نشریه هنرهای زیبا: معماری و شهرسازی
دوره 30، شماره 1
خرداد 1404
صفحه 67-82

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