Neuroarquitectura del aula universitaria: el entorno espacial como variable cognitiva en el desarrollo de funciones ejecutivas
Abstract
The physical design of the university classroom constitutes an active environmental variable with documented effects on students’ cognitive functioning. This systematic review using the PRISMA 2020 protocol synthesises empirical evidence from 2015 to 2025 on the relationship between spatial variables —lighting, temperature, indoor air quality, chromatism, and spatial organisation— and performance in executive functions (EF), specifically inhibition, working memory (WM), and cognitive flexibility, within higher education settings.
References
Barbic, F., Minonzio, M., Cairo, B., Shiffer, D., Dipasquale, A., Cerina, L., Vatteroni, A., Urechie, V., Verzeletti, P., Badilini, F., Vaglio, M., Iatrino, R., Porta, A., Santambrogio, M., Gatti, R., & Furlan, R. (2019). Effects of different classroom temperatures on cardiac autonomic control and cognitive performances in undergraduate students. Physiological Measurement, 40(5), 054005. https://doi.org/10.1088/1361-6579/ab1816
Barrett, P., Zhang, Y., Davies, F., & Barrett, L. (2015). Clever classrooms: Summary report of the HEAD Project. University of Salford.
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168. https://doi.org/10.1146/annurev-psych-113011-143750
Eberhard, J. P. (2009). Brain landscape: The coexistence of neuroscience and architecture. Oxford University Press.
Los autores/as que publiquen en esta revista ceden los derechos de autor y de publicación a "Cuadernos del Centro de Estudios de Diseño y Comunicación", Aceptando el registro de su trabajo bajo una licencia de atribución de Creative Commons, que permite a terceros utilizar lo publicado siempre que de el crédito pertinente a los autores y a esta revista.
