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عصارزادگان, محمد, خدابخشیان, مقدی. (1403). تحلیل سلسله مراتبی شاخص های مؤثر بر کاربر در محیط‌های آموزشی طراحی شده براساس الگوهای بیوفیلیک (زیست گرایی). فناوری آموزش, 18(3), 765-785. doi: 10.22061/tej.2024.10212.2963
محمد عصارزادگان; مقدی خدابخشیان. "تحلیل سلسله مراتبی شاخص های مؤثر بر کاربر در محیط‌های آموزشی طراحی شده براساس الگوهای بیوفیلیک (زیست گرایی)". فناوری آموزش, 18, 3, 1403, 765-785. doi: 10.22061/tej.2024.10212.2963
عصارزادگان, محمد, خدابخشیان, مقدی. (1403). 'تحلیل سلسله مراتبی شاخص های مؤثر بر کاربر در محیط‌های آموزشی طراحی شده براساس الگوهای بیوفیلیک (زیست گرایی)', فناوری آموزش, 18(3), pp. 765-785. doi: 10.22061/tej.2024.10212.2963
عصارزادگان, محمد, خدابخشیان, مقدی. تحلیل سلسله مراتبی شاخص های مؤثر بر کاربر در محیط‌های آموزشی طراحی شده براساس الگوهای بیوفیلیک (زیست گرایی). فناوری آموزش, 1403; 18(3): 765-785. doi: 10.22061/tej.2024.10212.2963

تحلیل سلسله مراتبی شاخص های مؤثر بر کاربر در محیط‌های آموزشی طراحی شده براساس الگوهای بیوفیلیک (زیست گرایی)

فناوری آموزش
مقاله 18، دوره 18، شماره 3 - شماره پیاپی 71، تیر 1403، صفحه 765-785    اصل مقاله (1.59 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2024.10212.2963
نویسندگان
محمد عصارزادگان؛ مقدی خدابخشیان*
گروه معماری، دانشکده معماری و شهرسازی، واحد اصفهان( خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
تاریخ دریافت: 07 اسفند 1402،  تاریخ بازنگری: 14 اردیبهشت 1403،  تاریخ پذیرش: 19 خرداد 1403 
چکیده
پیشینه و اهداف: اتصال محکم زندگی انسان و طبیعت به‌عنوان عنصر ذاتی و فطری است. طبیعت تجلی‌گاه احساسات، شور، شعف و زیبایی‌ها است. به همین دلیل، انسان همواره می‌کوشد تا با آن همراه باشد. این نوع همراهی و همزیستی با طبیعت را به‌خوبی می‌توان در معماری دید. معماری بیوفیلیک ( زیست گرایی)، یکی از رویکردهای جدید در معماری امروز است که در پی طراحی بناها با استفاده از عناصر طبیعت شکل می‌گیرد. طراحی بیوفیلیک( زیست گرایی)، در واقع تلاشی است برای از بین بردن شکافی که بین معماری امروز و نیاز انسان‌ها به برقراری ارتباط با جهان طبیعی به‌وجود آمده و یک رویکرد ابتکاری است که بر اهمیت ترمیم و نگهداری از تجربه سودمند و استفاده از طبیعت در محیط ساخته شده تأکید می‌کند. پژوهش حاضر به تحلیل سلسله مراتبی شاخص‌های مؤثر بر کاربر در محیط‌های آموزشی طراحی شده براساس الگوهای بیوفیلیک( زیست گرایی) پرداخته است.
روش‌ها‌: پژوهش حاضر، کاربردی توصیفی- تحلیلی است و از طریق کتابخانه‌ای به مطالعه کاربرد 14 الگوی بیوفیلیک (زیست گرایی) در تعداد 8 نمونه موردی محیط آموزشی مرتبط با طبیعت در اقلیم گرم و مرطوب که بیشترین امکان استفاده از طبیعت را به‌دلیل شرایط موجود مهیا می‌نماید، پرداخته است. شاخص‌های چهارگانه فیزیولوژیکی، روانشناسی، شناختی و اجتماعی معنوی براساس نظر خبرگان اولویت‌بندی شدند و اعداد ده الگوی بصری از 14 الگوی بیوفیلیک(زیست گرایی) در این چهار شاخص دسته‌بندی گشتند و سپس، براساس الگوهای به‌کار رفته در هر یک از محیط‌های آموزشی تأثیرگذاری آن بر کاربر در زمینه‌های چهارگانه اولویت‌بندی شد. برای انتخاب شاخص‌های نهایی جهت ارزیابی و اولویت‌بندی محیط‌های آموزشی مورد مطالعه، پرسش‌نامه‌ای با طیف لیکرت طراحی و با روش گلوله برفی شناسایی و جمع‌آوری شد. برای وزن‌دهی و اولویت‌بندی شاخص‌ها از مقایسات زوجی در قالب پرسش‌نامه ساعتی 9 تایی استفاده شد. در تحقیق حاضر، به جهت مواجه بودن با معیارهای کیفی از روش فرایند سلسله مراتب تحلیل(AHP)  استفاده شده است.
یافته‌ها: یافته‌ها، نشان داد که اولویت شاخص‌ها در محیط آموزشی به‌ترتیب فیزیولوژیکی، روانشناسی، شناختی و اجتماعی معنوی است و بیشترین اثرگذاری بر کاربر، مطابق الگوهای به‌کار رفته از شاخص‌های چهارگانه در فیزیولوژیکی و روانشناسی و شناختی «محیط آموزشی گرین و بارن کلونگ» بیشترین اثر بر کاربر را داشته‌اند. بررسی الگوهای به‌کار رفته در این نمونه‌ها نشان داد که محیط آموزشی کنزینگتون در مجموع بیشترین شاخص‌ها و معیارهای بیوفیلیک (زیست گرایی) را رعایت نموده و رعایت این شاخص‌ها در محیط آموزشی ووترنگ‌نیا در کمترین میزان خود است.
نتیجه‌گیری: توجه به اثرگذاری هریک از الگوهای بیوفیلیک(زیست گرایی) در یک یا چند شاخص از شاخص‌های چهارگانه می‌توان با استفاده هدفمند از این الگوها در محیط آموزشی، اثر یکی از شاخص‌های فیزیولوژیکی، روانشناسی، شناختی و اجتماعی معنوی را بر کاربر بیشتر نمود و محیط اثرگذار در یکی از شاخص‌ها براساس اولویت ارائه داد. استفاده هدفمند الگوهای بیوفیلیک( زیست گرایی) براساس شاخص‌های چهارگانه، سبب بهبود عملکرد آموزشی در زمینه‌های گوناگون می‌گردد و افراد را نسبت به محیط آموزشی علاقمند نموده و منجر به افزایش یادگیری و پیشرفت تحصیلی می‌شود.  
کلیدواژه‌ها
طراحی بیوفیلیک؛ الگوهای بیوفیلیا؛ محیطهای آموزشی؛ کاربر
موضوعات
محیط های یادگیری مبتنی بر فناوری
عنوان مقاله [English]
Hierarchical Analysis of Indicators Affecting the User in Educational Environments Designed Based on Biophilic Patterns
نویسندگان [English]
M. Assarzadegan؛ M. Khodabakhshian
MA. In Architecture, Department of Architecture, Isfahan(Khorasgan)Branch, Islamic Azad University, Isfahan, Iran
چکیده [English]
Background and Objectives: Human life and nature are tightly connected as an innate element. Nature is the manifestation of emotions, passion and beauty. For this reason, man always tries to be with it. This type of companionship and coexistence with nature can be well seen in architecture. Biophilic architecture is one of the new approaches in today's architecture, which follows the design of buildings using elements of nature. Biophilic design is actually an attempt to eliminate the gap between today's architecture and the need of humans to communicate with the natural world and is an innovative approach, which is based on the importance of restoring and maintaining the beneficial experience and use of nature in the built environment. The present research analyzed the hierarchical structure of indicators affecting the user in educational environments designed based on biophilic patterns.
Methods: The current research is a descriptive-analytical application, and through a library, it studied the use of 14 biophilic patterns in 8 case examples of nature-related educational environments in a hot and humid climate, which provides the greatest possibility of using nature due to the existing conditions. The four indicators of physiological, psychological, cognitive and socio-spiritual were prioritized based on the opinion of experts and the numbers of ten visual patterns out of 14 biophilic patterns were categorized in these four indicators and then based on the patterns used in each educational environment. Its impact on the user was prioritized in four areas. To select the final indicators for evaluating and prioritizing the studied educational environments, a questionnaire was designed with a Likert scale and was identified and collected using the snowball method. For weighting and prioritizing indicators, pairwise comparisons were used in the form of a 9-hour questionnaire. In this research, in order to meet the qualitative criteria, the Analytical Hierarchy Process (AHP) method was used.
Findings: The findings showed that the priority of the indicators in the educational environment is physiological, psychological, cognitive and socio-spiritual respectively, and the most impact on the user, according to the patterns used from the four indicators in the physiological, psychological and cognitive "educational environment of Green and "Barn Klong" had the greatest effect on the user. Examining the patterns used in these samples showed that the educational environment of Kensington generally observed the most biophilic indicators and criteria, and the observation of these indicators in the educational environment of Waterengnia was the lowest.
Conclusion: Paying attention to the effect of each of the biophilic patterns on one or more indicators of the four indicators, with the aim of using these patterns in the educational environment, the effect of one of the physiological, psychological, cognitive and social spiritual indicators can be made more visible on the user. The use of target biophilic patterns based on the four indicators improves educational performance in various fields and makes people interested in the educational environment and increases academic progress.
کلیدواژه‌ها [English]
Biophilic Design, Biophilia Patterns, Educational Environments, User
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