Designing for the mind: the impact of university environments on well-being in students by (using) neurophysiological responses

Abstract

This study investigates the influence of different university environments on students’ well-being and cognitive restoration by using neurophysiological (central – electrophysiological [EEG]) and autonomic (peripherical) responses. 31 psychology students (aged 22-28 years) were exposed to four environments in a randomized order: a traditional classroom, an atrium, a laboratory, and an immersive exhibition. EEG data frequency bands: delta, theta, alpha, beta, gamma), autonomic data (heart rate, HR; skin conductance level, SCL) and psychometric data (the Building Wellbeing Scale [BWS] and the Perceived Restorativeness Scale [PRS]) were collected. Analysis revealed significant differences in the participants’ neurophysiological responses across environments. EEG results showed increased Delta and Theta activity in the temporo-parietal region during interactions with immersive environments, indicating greater cognitive engagement and relaxation. Beta activity was higher in classrooms, suggesting increased cognitive load. Autonomic measures revealed elevated skin conductance level in the atrium, indicating heightened arousal compared to other spaces. Psychometric assessments indicated that the atrium scored highest on relational well-being, while the exhibition was rated as most restorative, particularly in the coherence subscale. The atrium, with its open and naturally lit design, promoted social connection, while the exhibition fostered a restorative experience due to its engaging design. The findings suggest that environmental characteristics significantly affect both subjective and objective well-being, underscoring the importance of balancing cognitive stimulation and relaxation in academic spaces.

Keywords: Neuroarchitecture, EEG, autonomic, academic setting, well-being, cognitive, emotional, restorativeness

DOI: 10.54941/ahfe1006618