El diseño neuro arquitectónico y su capacidad para mejorar el rendimiento académico con capacidades especiales
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La relación espacial y psíquica de los estudiantes en los salones de clase según los componentes académicos actualmente representan un 80% del medio físico del estudiante en toda su carrera, un 12,45% responden a alteraciones psicológicas por factores de estrés y agotamiento mental por lo que el estudio se justifica al tratar de generar espacios que generen relajación y confort integral. En la Facultad de Arquitectura y Urbanismo según una muestra proporcionada por el Departamento de Bienestar Estudiantil, existe un nivel de estrés de más del 68% de los estudiantes de la FAU, determinado por un censo estudiantil el cual arrojo también como dato importante que el 5,63% tienen TEA y alteraciones psicosensoriales las cuales se atribuyen a s discapacidad. El presente documento científico abordara las técnicas para establecer espacios confortables dentro de los módulos de aulas de la Facultad y proporcionar criterios desde un análisis cognitivo y de toma de decisiones. El estudio evalúa cómo variables físicas del entorno como temperatura, humedad y ruido influyen en el bienestar y rendimiento de los estudiantes de la Facultad de Arquitectura y Urbanismo de la Universidad de Guayaquil. A través de mediciones sistemáticas, se identificaron deficiencias ambientales que afectan el confort y aprendizaje. Se proponen mejoras arquitectónicas que integran principios de neuroarquitectura y diseño bioclimático. Mas no obstante el enfoque del presente estudio se caracteriza en la función de los criterios bioclimáticos como indicadores que aporten al confort cognitivo de las personas con TEA y alteraciones psicosensoriales dentro de la Facultad de Arquitectura y Urbanismo. Se concluye que el estudio de las facultades propias de los individuos aporto a derivar un criterio de dimensionamiento y contacto activo con espacios naturales que propiciaron una disminución del 65% de alteraciones psicosensoriales y aumentaron en un 50% la concentración dentro del aula de clase.
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