Abstract

Learning space configuration in primary education (PE) usually presents several factors which often cause distraction, differing to stimulation. Design space is complex, due to the various variables which should be addressed. There is a study conducted in elementary schools in Chile showing that one of the main distractions is the large amount of information included in classrooms. It varies from general information, support documents to learning and decorative elements not consistent with training. This study aims to know about incidence of changing paradigm in conception of elements considered in classrooms, based on changes in appearance and content in vertical walls. The hypothesis suggest that design and control in study spaces can influence students performance; an improve relationship between spaces designed for learning should be proportionally related to emotions produced. If a space is prepared for any action, so users to be comfortable, result could only be positive effects. Methodology addresses the design of vertical walls in educational spaces of primary schools, using affective engineering methods for systematic collection of emotional concepts that encourage students’ learning. Once this information is processed, alternatives are designed to generate emotional links favorable to learning. Results are associated with the increase of psychological comfort indexes for concentration. Textures and mono-color acquire important role, unveiling forms, tones and fragments favorable in children learning, delivering environment in complement with didactic teaching material. It can be concluded that the appreciation of these spaces generates positive synergies between students and their relationship with learning since distractions and unnecessary elements have been replaced by textures that offer a pleasant perimeter to the eye. On the other hand, textures conform environments associated to emotions that children expressed they would like to feel in classroom. Finally, differentiation factor is found in learning environment, which satisfies emotional needs and improves perceptual qualities of students, granting intentionality from the affective to receptive.