Explication of Multisensory Design Components in Educational Spaces with an Approach to Enhancing Learning and Strengthening Intergenerational Interactions

Sara Azimi ¹ ( Department of Architecture, Faculty of Engineering, Islamic Azad University, Saveh Branch, Saveh, Iran )
ُSomaye Bitaraf ² ( )

Submited date : 2025-06-10 Accepted date : 2025-07-22

Keywords: Multisensory Design, Intergenerational Interactions, Experiential Learning, Learning-Centered Architecture, Sensory Organization of Space,

Abstract :

This study aims to explain the role of multisensory educational spaces in enhancing the quality of learning experiences and strengthening intergenerational connections within school settings. Given the growing importance of learning environments in shaping meaningful, deep, and lasting educational experiences, this interdisciplinary research seeks to explore the potential of multisensory spaces as social platforms that facilitate, expand, and deepen intergenerational interaction. The research methodology employed a mixed-methods approach, combining both quantitative and qualitative strategies. Initially, a descriptive–analytical and post-event method was used, based on a systematic review of theoretical literature, content analysis of previous studies, and an examination of relevant case studies concerning the research variables. Subsequently, using structural equation modeling (SEM), the relationships among latent variables were tested through confirmatory factor analysis, and the final conceptual model was developed at both measurement and structural levels. The findings indicate that the design of environments that simultaneously stimulate visual, auditory, tactile, and kinesthetic senses not only enhances motivation, engagement, and participation in the learning process but also provides a fertile ground for forming intergenerational relationships and transferring knowledge, experiences, and cultural values across age groups. In socio-cultural contexts with traditional structures, this issue becomes even more significant. Accordingly, the study underscores the need for educational policymakers, designers, and planners to give deliberate attention to this matter.

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