Abstract
This mini literature review analyzes research papers from many countries that directly or indirectly test how classrooms’ architecture influences academic performance. These papers evaluate and explain specific characteristics of classrooms, with an emphasis on how they affect learning processes and learning outcomes. Factors such as acoustics, light, color, temperature, and seat arrangement are scrutinized to determine whether and by how much they improve or hinder students’ academic performance in classrooms. Apter’s (1982, 1984, 2014) reversal theory of telic versus paratelic motivation is presented and used to explain these findings. The results show preference for a learning environment that cues a telic motivation state in the students. Therefore, classroom features should not be distracting or arousing. Moreover, it appears the most influential factors affecting the learning process are noise, temperature and seat arrangement. In addition, there is no current agreement on how some particular physical characteristics of classrooms affect learning outcomes. More research is needed to establish stronger conclusions and recommendations.
Highlights
Specialty section: This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology
Inasmuch as the perception of learning environments is invested with desires to complete planned actions, students ideally should experience a telic motivation state
The finding that the color red is arousing and leads to decreased performance in academic settings, along with many other factors outlined below that have drastic performance impacts, is congruent with the predictions of Apter’s (1984, 2014) telic motivation within reversal theory
Summary
Amsterdam School of Communication Research, University of Amsterdam, Amsterdam, Netherlands. Specialty section: This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology This mini literature review analyzes research papers from many countries that directly or indirectly test how classrooms’ architecture influences academic performance. These papers evaluate and explain specific characteristics of classrooms, with an emphasis on how they affect learning processes and learning outcomes. Factors such as acoustics, light, color, temperature, and seat arrangement are scrutinized to determine whether and by how much they improve or hinder students’ academic performance in classrooms.
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