What do we know about the relationship between educational architectural spaces and learning: a systematic literature review

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dc.contributor.advisorRincón Avendaño, Julieth Andrea
dc.contributor.authorBayona Medina, Yinneth Paola
dc.contributor.orcidBayona, Yinneth Paola [0009-0002-1468-9948]
dc.date.accessioned2024-07-02T17:11:52Z
dc.date.available2024-07-02T17:11:52Z
dc.date.issued2024-05
dc.description.abstractLa infraestructura educativa influye significativamente en la vida de estudiantes y profesores que pasan gran parte de su vida allí, sin duda el aprendizaje es uno de los aspectos más importantes. Este articulo tiene como objetivo identificar las principales características de la infraestructura educativa vinculadas con los resultados académicos sintetizando la evidencia sobre la relación entre los diseños arquitectónicos y el aprendizaje de los estudiantes. Para ello, se realizó una revisión sistemática de literatura de 42 artículos de investigación que tenían relación entre infraestructura educativa y aprendizaje en dos bases de datos electrónicas ERIC Y Scopus. Usando el programa NVIVO, se analizaron tres grandes temas principales sobre diseños arquitectónicos y la relación que estos tienen con el aprendizaje, condición de la Infraestructura, espacios complementarios y características espaciales, los dos últimos con subcategorías como espacios especializados; accesibilidad, flexibilidad espacial y parámetros de confort respectivamente. Este estudio detalla las características principales de cada tema, con base a la relación positiva y negativa que pueden tener estas para el aprendizaje integrándoles en un solo documento. Este articulo proporciona una consolidación de información cualitativa, relevante detallada de la literatura encontrada y sus hallazgos en términos de recursos, planeación y diseño de los últimos 10 años de cómo se piensa la infraestructura en términos de aprendizaje. Además, informa a los tomadores de decisión sobre la importancia del diseño de la infraestructura en los procesos de aprendizaje
dc.description.abstractenglishEducational infrastructure significantly influences the lives of students and teachers who spend a large part of their lives there, and learning is undoubtedly one of the most important aspects. This article aims to identify the main characteristics of educational infrastructure linked to academic outcomes by synthesizing the evidence on the relationship between architectural designs and student learning. For this purpose, a systematic literature review of 42 research articles that had a relationship between educational infrastructure and learning was carried out in two electronic databases ERIC and Scopus. Using the NVIVO program, three main themes were analyzed on architectural designs and the relationship they have with learning, Infrastructure condition, complementary spaces and spatial characteristics, the last two with subcategories such as specialized spaces; accessibility, spatial flexibility and comfort parameters respectively. This study details the main characteristics of each topic, based on the positive and negative relationship that these may have for learning by integrating them into a single document. This paper provides a consolidation of qualitative, relevant and detailed information from the literature and its findings in terms of resources, planning and design over the last 10 years on how infrastructure is thought of in terms of learning. In addition, it informs to make decisions about the importance of infrastructure design in learning processes
dc.description.degreelevelMaestríaspa
dc.description.degreenameMagíster en Educación Inclusiva e Interculturalspa
dc.format.mimetypeapplication/pdf
dc.identifier.instnameinstname:Universidad El Bosquespa
dc.identifier.reponamereponame:Repositorio Institucional Universidad El Bosquespa
dc.identifier.repourlrepourl:https://repositorio.unbosque.edu.co
dc.identifier.urihttps://hdl.handle.net/20.500.12495/12513
dc.language.isoes
dc.language.isoen
dc.publisher.facultyFacultad de Educaciónspa
dc.publisher.grantorUniversidad El Bosquespa
dc.publisher.programMaestría en Educación Inclusiva e Interculturalspa
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dc.rightsAtribución-NoComercial-CompartirIgual 4.0 Internacionalen
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.localAcceso abiertospa
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/
dc.subjectInfraestructura Educativa
dc.subjectAprendizaje
dc.subjectCondiciones de calidad en el diseño arquitectónico
dc.subjectEducación inclusiva
dc.subjectDesempeño academico
dc.subject.ddc370
dc.subject.keywordsEducational infrastructure
dc.subject.keywordsLearning
dc.subject.keywordsArchitecture quality conditions
dc.subject.keywordsInclusive education
dc.subject.keywordsAcademic performance
dc.titleWhat do we know about the relationship between educational architectural spaces and learning: a systematic literature review
dc.title.translatedWhat do we know about the relationship between educational architectural spaces and learning: a systematic literature review
dc.type.coarhttps://purl.org/coar/resource_type/c_7a1f
dc.type.coarversionhttps://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.driverinfo:eu-repo/semantics/masterThesis
dc.type.hasversioninfo:eu-repo/semantics/acceptedVersion
dc.type.localTesis/Trabajo de grado - Monografía - Maestría

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