Ajustes de empleo y salarios en sociedades laborales vs. empresas capitalistas en España. Un análisis empírico comparativo

Este trabajo presenta nueva evidencia econométrica sobre el comportamiento comparado de las sociedades laborales (asimiladas a cooperativas de trabajo) y empresas capitalistas (sociedades anónimas y limitadas) encontrando diferencias entre ambas empresas en las respuestas del empleo y los salarios. Se utiliza para ello un panel de datos de 4.984 empresas en España referidas al período que comprende entre 2008 y 2016. Los resultados obtenidos sugieren que puede existir un diferencial en los mecanismos de ajustes frente a perturbaciones exógenas de la economía o shocks macroeconómicos, resultando en gran medida consistente con los estudios previos realizados en Estados Unidos, Italia y Uruguay. Esto puede ser de interés para los responsables políticos a la hora de definir estrategias políticas en materia de empleo.Universidad de Sevilla. Grado en Economí

NeuroArquitectura: nuevas métricas para el diseño arquitectónico a través del uso de neurotecnologías

Tesis por compendio[ES] La dependencia del entorno lleva a adaptar el espacio a las necesidades. En este sentido, desde que la arquitectura apareciese se han producido sucesivos actos de ordenación del espacio. El resultado es el espacio construido actual. De forma que, al igual que el entorno natural, la arquitectura también tiene importantes efectos en el ser humano. Estos efectos se han abordado a través de diferentes esfuerzos teóricos y prácticos, recibiendo más atención aquellas cuestiones más susceptibles de ser objetivadas. Así, existe un amplio bagaje sobre variados aspectos constructivos que han cristalizado en estándares y normas técnicas. Sin embargo, no son los únicos efectos. También son críticas las cuestiones relacionadas con los efectos sobre el procesamiento y valoración de la información (cognición), y las consecuentes reacciones adaptativas (emoción). Que haya sido sistemáticamente más difícil de estudiar, ha dado lugar a un menor recorrido al respecto. La consciencia sobre esta necesidad, no obstante, no es algo nuevo. La idea de que la dimensión cognitivo-emocional también pueda y deba ser apoyada desde el diseño arquitectónico ha sido foco de reflexiones e investigaciones. Entre ellas, desde: la geometría, la fenomenología del espacio, la geografía de la experiencia, la filosofía, y la psicología; cada una con sus metodologías, de carácter cuantitativo o cualitativo. De alguna forma, estas aproximaciones "tradicionales" se han ido encadenando y combinando para resolver algunos de sus condicionantes específicos. Dilatadamente desarrolladas, ofrecen un cuerpo experimentado para estudiar la dimensión cognitivo-emocional de la arquitectura. Sin embargo, las aproximaciones tradicionales suelen contar con limitaciones derivadas fundamentalmente de dos asuntos: 1) los estímulos presentados; y 2) las evaluaciones empleadas. Por un lado, los estímulos habitualmente empleados son fotografías y vídeos; formatos que carecen de interactividad. Este empobrecimiento de la experiencia puede ser crítico; al diferir la simulación ambiental de la realidad, los resultados también podrían estar distorsionados. Por otro lado, las evaluaciones usualmente se basan en el auto-reporte; sistemas de evaluación que son propensos al sesgo, ya que sólo registran aspectos conscientes de la respuesta humana. Así, la dimensión cognitivo-emocional de la arquitectura requiere ser abarcada desde diferentes perspectivas. La interrelación entre metodologías, especialmente entre las cuantitativas y las cualitativas, puede suponer un avance significativo. De manera más reciente, han surgido nuevas herramientas para aproximarse a la dimensión cognitivo-emocional de la arquitectura. Estas, hasta cierto punto, superan las limitaciones descritas. Lo hacen a través de la incorporación de: 1) estímulos más similares a los espacios reales representados; y 2) evaluaciones más objetivas de la respuesta humana. Así, por un lado, en la actualidad existen formatos para la representación de entornos de manera realista. Por otro lado, la neurociencia y sus tecnologías aplicadas permiten registrar e interpretar las reacciones neurológicas. Sin embargo, sus potenciales no han sido suficientemente explorados en este ámbito de estudio. El objetivo de la presente Tesis Doctoral es contribuir en la investigación y diseño de la dimensión cognitivo-emocional de la arquitectura, a nivel teórico y práctico. A nivel teórico implicó una revisión bibliográfica, contextualizada y crítica, sobre el estudio cognitivo-emocional de la arquitectura desde una perspectiva amplia, considerando el conjunto de aproximaciones: las tradicionales (o base) y las nuevas. Asimismo, también se abordaron ambas aproximaciones a nivel práctico. En cuanto a las tradicionales, la finalidad fue explorar los beneficios de combinar las metodologías cuantitativas y cualitativas más usualmente empleadas. En cuanto a las nuevas, la finalidad fue validar el uso de los actuales sistemas de simulación ambiental y examinar su uso combinado con los sistemas de registro neurofisiológico.[CA] La dependència de l'entorn porta a adaptar l'espai a les necessitats. En aquest sentit, des que l'arquitectura apareguera s'han produït successius actes d'ordenació de l'espai. El resultat és l'espai construït actual. De manera que, igual que l'entorn natural, l'arquitectura també té importants efectes en l'ésser humà. Aquests efectes s'han abordat a través de diferents esforços teòrics i pràctics, rebent més atenció aquelles qüestions més susceptibles de ser objectivades. Així, existeix un ampli bagatge sobre diversos aspectes constructius que han cristal·litzat en estàndards i normes tècniques. No obstant això, no són els únics efectes que té i deu resoldre l'arquitectura. També són crítiques les qüestions relacionades amb els efectes sobre el processament i valoració de la informació (cognició), i les conseqüents reaccions adaptatives (emoció). Que haja sigut sistemàticament més difícil d'estudiar, ha donat lloc a un menor recorregut sobre aquest tema. La consciència sobre aquesta necessitat, no obstant, no és ninguna novetat. La idea que la dimensió cognitiu-emocional també puga i dega ser secundada des del disseny arquitectònic ha sigut focus de reflexions i investigacions. Entre elles, desde de: la geometria, la fenomenologia de l'espai, la geografia de l'experiència, la filosofia i la psicologia; cadascuna amb les seues metodologies, de caràcter quantitatiu o qualitatiu. D'alguna forma, aquestes aproximacions "tradicionals" o "base" s'han anat encadenant i combinant per a resoldre alguns dels seus condicionants específics. Dilatadament desenvolupades, ofereixen un cos experimentat per a estudiar la dimensió cognitiu-emocional de l'arquitectura. No obstant això, les aproximacions tradicionals solen comptar amb limitacions derivades -fonamentalment- de dos assumptes: 1) els estímuls presentats; i 2) les avaluacions emprades. D'una banda, els estímuls habitualment emprats són fotografies i vídeos; formats que manquen d'interactivitat. Aquest empobriment de l'experiència pot ser crític, ja que si la simulació ambiental difereix de la realitat, els resultats també podrien estar distorsionats. D'altra banda, les avaluacions usualment es basen en l'auto-report; sistemes d'avaluació que són propensos al biaix, ja que només registren aspectes conscients de la resposta humana. La dimensió cognitiu-emocional de l'arquitectura requereix ser abordada des de diferents perspectives. Així, la interrelació entre metodologies, especialment entre les quantitatives i les qualitatives, pot suposar un avanç significatiu. D'una manera més recent, han sorgit noves eines per a aproximar-se a la dimensió cognitiu-emocional de l'arquitectura. Aquestes, fins a un cert punt, superen les limitacions descrites. Ho fan a través de la incorporació de: 1) estímuls més similars als espais reals representats; i 2) avaluacions més objectives de la resposta humana. Així, d'una banda, en l'actualitat existeixen formats per a la representació d'entorns de manera realista. D'altra banda, la neurociència i les seues tecnologies aplicades permeten registrar i interpretar les reaccions neurològiques. No obstant això, els seus potencials no han sigut prou explorats en aquest àmbit d'estudi. L’objectiu de la present Tesi Doctoral és contribuir en la investigació i disseny de la dimensió cognitiu-emocional de l’arquitectura, a nivell teòric i pràctic. A nivell teòric va implicar una revisió bibliogràfica, contextualitzada i crítica, sobre l’estudi cognitiu-emocional de l’arquitectura des d’una perspectiva àmplia, considerant el conjunt d’aproximacions: les tradicionals (o base) i les noves. Així mateix, també es van abordar ambdues aproximacions a nivell pràctic. Quant a les tradicionals, la finalitat va ser explorar els beneficis de combinar les metodologies quantitatives i qualitatives més usualment emprades. Quant a les noves, la finalitat va ser validar l’ús dels actuals sistemes de simulació ambiental i examinar el seu ús combinat amb els sistemes de registre neurofisiològic.[EN] Dependence on the environment leads to the adaptation of space to needs. Since the advent of architecture, successive space management activities have taken place. The result is the built environment, our greatest artifact. Like the natural environment, architecture has important effects on humans. These effects have been addressed by different theoretical and practical approaches, with most attention being paid to issues more likely to be objectified. Thus, there exists extensive background on various aspects of construction that have crystallised into technical standards and regulations. However, these are not the only effects that architecture must address. Architectural design triggers brain activation, which raises critical questions about its effects on the processing and assessment of information (cognition) and consequent adaptive reactions (emotion). The fact that the effects of cognition and emotion are systematically difficult to study means that there has been less research in this area. The awareness of the need for more research, however, is not new. The idea that the cognitive-emotional dimension can and should be supported by architectural design has been the focus of earlier thinking and research. The issue has not always been approached from a solely architectural perspective. Among these are geometry, the phenomenology of space, geographical experience, philosophy, and psychology. Each approach has its methodologies, quantitative or qualitative in nature. In various ways, these "traditional" or "base" approaches have been combined to address some of their specific determinants. These approaches offer a developed base from which to study the cognitive-emotional dimension of architecture. However, traditional approaches often have limitations arising, fundamentally, from two issues: (1) the stimuli presented; and (2) the evaluations employed. On the one hand, the stimuli most commonly presented are photographs and videos, formats that lack interactivity. This experiential impoverishment can be critical, as the more that an environmental simulation differs from reality, the greater the chance that any results obtained will be distorted. On the other hand, evaluations are usually based on self-reports, which are prone to bias as they record only conscious human responses. The cognitive-emotional dimension of architecture needs to be approached from different perspectives. Thus, the combination of methodologies, especially the quantitative and qualitative, can provide a significant step forward. In recent times new tools have emerged to address the cognitive-emotional dimension of architecture. These, to some extent, overcome the above-mentioned limitations. They do so by incorporating: 1) stimuli more similar to the actual spaces represented; and 2) more objective assessments of human responses. On the one hand, formats now exist that can present environments realistically. On the other hand, neuroscience and its applied technologies allow researchers to record and interpret neurological reactions. However, their potential has not been sufficiently explored in this field of study. The objective of this doctoral thesis is to contribute to the research and design of the cognitive-emotional dimension of architecture, both on a theoretical and on a practical level. At the theoretical level this involves a bibliographic review, contextualised and critical, of the cognitive-emotional study of architecture from a broad perspective, considering various approaches, the traditional (or base) and new. Both approaches are addressed also on a practical level. The purpose in addressing the traditional approaches is to explore the benefits of combining the most commonly used quantitative and qualitative methodologies. The aim of addressing the new approaches is to validate the environmental simulation systems in current use and examine their operation in combination with neurophysiological measures.Thanks to the Ministerio de Economía, Industria y Competitividad of Spain (Projects TIN2013-45736-R, BIA2017-86157-R and PRE2018-084051), to the Dirección General de Tráfico - Ministerio del Interior of Spain (Project SPIP2017-02220), and to the Academy of Neuroscience for Architecture (John Paul Eberhard Fellow 2020).Higuera Trujillo, JL. (2021). NeuroArquitectura: nuevas métricas para el diseño arquitectónico a través del uso de neurotecnologías [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/171261TESISPremiadoCompendi

Product Validation in Creative Processes: A Gender Perspective in Industrial Design Projects

[EN] Design education and practice are continuously evolving. Educational institutions must include intellectual complexities and new curriculum to support good design education. The design education future emerges multidisciplinary knowledge, teaching innovation and employment necessities. This paper describes a methodology centered in product validation with industrial design students. Focusing on discovering the student experience during the project execution, in addition to observing closely the female design student's perception on the methodology and process developed. The academic project was the design of a novel tool board. The students developed the proposed project in a period of eight weeks. Sixteen students participated as a sample of this research. The methodology consisted of eight phases that spanned from project brief to project conclusion, introducing two phases focused on validation exercises for the elements created to reach the solution of the tool board. During the end of the two evaluation phases, two surveys were applied asking for information on his previous experience during his design education and three elements that assessment the design methodology implementation: utility, novelty, and relevance. Using multiple choice and Likert scale answers the students answered the surveys. The survey's findings revealed relevant information on the project implementation focused on evaluation phases during the product design. The results revealed how students reflected on their previous experience developing projects, and how the design tool board integrate important phases like validation. Also, the students evaluated with a positive value the utility, novelty, and relevance of the developed project. However, the most important finding was the female perception comparing male students. The female assessment of novelty and relevance increased during project implementation, highlighting novelty as a perceived element to a greater range than men. This research results allowed us to discover more information about female students experience with creative and validation processes.The authors would also like to acknowledge the financial support provided by the NOVUS grant ID: N20-158-41 (Validación científica como herramienta educativa en proyectos de carácter creativo), as well as the support of the Writing Lab and TecLabs at Tecnologico de Monterrey, Mexico, throughout the production of this work.Rojas, J.; Higuera-Trujillo, JL.; Muniz, G.; Marín-Morales, J. (2021). Product Validation in Creative Processes: A Gender Perspective in Industrial Design Projects. IEEE. 760-765. https://doi.org/10.1109/EDUCON46332.2021.9453948S76076

Effects of Classroom Design on the Memory of University Students: From a Gender Perspective

[EN] Classroom design has important effects on the cognitive functions of students. However, this relationship has rarely been analysed in terms of gender. The aim of the present study, therefore, is to analyse the influence of different design variables (classroom geometry, wall colour, and artificial lighting) on university students' memories from a gender perspective. To do so, 100 university students performed a memory task while visualising different design configurations using a virtual reality setup. Key results show that certain parameters, such as 5.23 m classroom width, 10,500 Kelvin lighting colour temperature, or the blue hue on the walls influence men and women in a similar way, while a purple hue or walls with low colour saturation can generate significantly different behaviour, especially in cognitive processes such as short-term memory. In this study, the use of virtual reality proved to be a useful tool to explore the design effects of virtual learning environments, increasingly present due to training trends and catalysed by the 2020 pandemic. This is a turning point and an international novelty as it will enable the design of classrooms (both physical and virtual) that maximise the cognitive functions of learners, regardless of gender.This research was funded by the Spanish Ministry of Economy, Industry, and Competitiveness (Project BIA2017-86157-R, and PRE2018-084051). The first author is supported by Ministry of Science, Innovation and Universities of Spain (FPU19/03531)Nolé-Fajardo, ML.; Higuera-Trujillo, JL.; Llinares Millán, MDC. (2021). Effects of Classroom Design on the Memory of University Students: From a Gender Perspective. International Journal of Environmental research and Public Health (Online). 18(17):1-17. https://doi.org/10.3390/ijerph18179391S117181

An eye-tracking project in industrial design education: A case study for engaging in the research process

[EN] The practice of design is constantly evolving; new technologies have become a support for the implementation of disruptive proposals in diverse disciplines, including design products. A Paradigm shift are present in the design and engineering education related with support technologies and developing new products. The objective of this work is to present the novel process of a design project that incorporates a creative and objective process for designing and validating products in order to attract, engage and retain talent in design and engineering courses for research and technology implementation. The challenge was a project for create an novelty industrial tool board with a minimum number of tools validated by Eye-tracking (ET) technology. The ET technology is based on the study of eye movement, which provides an objective indicator of where a person's overt, and typically centered, attention is focused. Twenty-eight students from the third year of Industrial Design Bachelor's program were involved in this academic course and used a product design methodology to implement the technology and dynamics of the ET. The results of this education project revealed a novel dynamic in design education. The results reveled an improved interest in research and technology implementation. Students perceived the relevance of ET technology in a fundamental phase of product design. In addition, the students shared their enjoyment and interest in reusing this technology in similar processes. The students' perception of factors, such as utility, novelty and relevance of this technology, in their design processes was positive. Finally, the novel process became familiar to the students, even if it was their first-time using ET technology. This work reveals how technology becomes a fundamental part of the process and how to guide students to integrate rigid and meticulous processes in design products without neglecting the creative process.The authors would also like to acknowledge the financial support provided by the Novas grant (Laboratorio de disetio, exploracion y validacion de productos y cspacios), PEP No. PHHT002 18ZZ00041, as well as the support of the Writing Lab and TecLabs at Tecnologico de Monterrey, Mexico, throughout the production of this work.Márquez Cañizares, JC.; Rojas, J.; Higuera-Trujillo, JL.; Muniz, G. (2020). An eye-tracking project in industrial design education: A case study for engaging in the research process. IEEE. 127-132. https://doi.org/10.1109/EDUCON45650.2020.9125143S12713

Digital space: comparative evaluation of the latest architectural techniques

[EN] The great technological evolution of architectural rendering resources over the last few decades has opened up a new range of possibilities to visualise the non-built space.The spatial immersion systems, developed by the videogame industry, have entered in the sceptical area of architectural rendering, offering a series of undeniable advantages including enhancing the understanding of spaces to inexpert people.In order to study the benefits of these new virtual tools, an experimental study was carried out so as to compare the user response to technological and graphic supports.With a simple of 84 individuals, the obtained data reveal significant differences in the space perception depending on the format and support used to their representation. The results of this study allow us to reflect on new means of architectural rendering in the professional and teaching field.[ES] La gran evolución tecnológica en los medios de representación arquitectónica durante las últimas décadas, ha abierto un nuevo abanico de posibilidades digitales para visualizar el espacio no construido. Los sistemas de inmersión espacial, desarrollados inicialmente por la industria del videojuego, han ido adentrándose en el escéptico ámbito de la representación arquitectónica, ofreciendo una serie de innegables ventajas, entre ellas facilitar la comprensión de los espacios al no especializado. Con el objeto de estudiar las bondades de estas nuevas herramientas virtuales, se llevó a cabo un estudio experimental que compara la respuesta del usuario ante distintos soportes gráficos y tecnológicos. Con una muestra de 84 participantes, los datos obtenidos revelan importantes diferencias en la percepción del espacio en función del formato y soporte empleado para su representación. Los resultados de este trabajo permiten reflexionar en torno a los nuevos medios de representar la arquitectura, en el ámbito profesional y el docente.Este trabajo de investigación ha sido financiado por el Ministerio de Economía y Competitividad de España (proyecto TIN2013-45736-R).Higuera-Trujillo, JL.; López-Tarruella Maldonado, J.; Llinares Millán, C.; Iñarra Abad, S. (2017). El espacio digital: comparativa de las últimas técnicas de visualización arquitectónica. EGA. Revista de Expresión Gráfica Arquitectónica. 22(31):102-111. https://doi.org/10.4995/ega.2017.4234SWORD102111223

Improving the Pedestrian's Perceptions of Safety on Street Crossings. Psychological and Neurophysiological Effects of Traffic Lanes, Artificial Lighting, and Vegetation

[EN] The effect that the physical characteristics of urban design have on the pedestrian's perceptions of safety is a fundamental aspect of city planning. This is particularly so with street crossings, where the pedestrian has to make a decision. This paper analyses how pedestrians are affected by number of traffic lanes, lighting colour temperature, and nearby vegetation as they cross roads. Perceptions of safety were quantified by means of the psychological and neurophysiological responses of 60 participants to 16 virtual reality scenarios (4 day and 12 night), based on existing urban design variables. The results showed differences between night-time and daytime scenarios, which suggests that there is a need to analyse both situations. As to the design guidelines, it was observed that safety is improved by reducing the number of traffic lanes and nearby vegetation, and by using a lighting colour temperature of 4500 K. However, the analysis of the variables showed that combined effects produce different results to those obtained from the analysis of individual elements. This result is essential information for urban managers in their assessments of whether particular interventions will improve crossing points.This work was supported by the Direccion General de Trafico-Ministerio del Interior de Espana (Project SPIP2017-02220).Llinares Millán, MDC.; Higuera-Trujillo, JL.; Montañana, A.; Castilla-Cabanes, N. (2020). Improving the Pedestrian's Perceptions of Safety on Street Crossings. Psychological and Neurophysiological Effects of Traffic Lanes, Artificial Lighting, and Vegetation. International Journal of Environmental research and Public Health (Online). 17(22):1-20. https://doi.org/10.3390/ijerph17228576S1201722Cho, G., Rodríguez, D. A., & Khattak, A. J. (2009). The role of the built environment in explaining relationships between perceived and actual pedestrian and bicyclist safety. 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S., & Guttenplan, M. (2001). Modeling the Roadside Walking Environment: Pedestrian Level of Service. Transportation Research Record: Journal of the Transportation Research Board, 1773(1), 82-88. doi:10.3141/1773-10Feliciani, C., Gorrini, A., Crociani, L., Vizzari, G., Nishinari, K., & Bandini, S. (2020). Calibration and validation of a simulation model for predicting pedestrian fatalities at unsignalized crosswalks by means of statistical traffic data. Journal of Traffic and Transportation Engineering (English Edition), 7(1), 1-18. doi:10.1016/j.jtte.2019.01.004Karndacharuk, A. (Aut), Wilson, D. J., & Dunn, R. C. M. (2014). Safety Performance Study of Shared Pedestrian and Vehicle Space in New Zealand. Transportation Research Record: Journal of the Transportation Research Board, 2464(1), 1-10. doi:10.3141/2464-01Knight, C. (2010). Field surveys of the effect of lamp spectrum on the perception of safety and comfort at night. 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(2018). The effects of correlated colour temperature on wayfinding: A study in a virtual airport environment. Displays, 51, 9-19. doi:10.1016/j.displa.2018.01.003Bratman, G. N., Hamilton, J. P., Hahn, K. S., Daily, G. C., & Gross, J. J. (2015). Nature experience reduces rumination and subgenual prefrontal cortex activation. Proceedings of the National Academy of Sciences, 112(28), 8567-8572. doi:10.1073/pnas.1510459112Chang, C.-Y., & Chen, P.-K. (2005). Human Response to Window Views and Indoor Plants in the Workplace. HortScience, 40(5), 1354-1359. doi:10.21273/hortsci.40.5.1354Van den Berg, A. E., Hartig, T., & Staats, H. (2007). Preference for Nature in Urbanized Societies: Stress, Restoration, and the Pursuit of Sustainability. Journal of Social Issues, 63(1), 79-96. doi:10.1111/j.1540-4560.2007.00497.xLohr, V. I., & Pearson-Mims, C. H. (2006). Responses to Scenes with Spreading, Rounded, and Conical Tree Forms. 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L., Llinares Millán, C., Montañana i Aviñó, A., & Rojas, J.-C. (2019). Multisensory stress reduction: a neuro-architecture study of paediatric waiting rooms. Building Research & Information, 48(3), 269-285. doi:10.1080/09613218.2019.1612228Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39(2), 175-191. doi:10.3758/bf03193146Tilley, S., Neale, C., Patuano, A., & Cinderby, S. (2017). Older People’s Experiences of Mobility and Mood in an Urban Environment: A Mixed Methods Approach Using Electroencephalography (EEG) and Interviews. International Journal of Environmental Research and Public Health, 14(2), 151. doi:10.3390/ijerph14020151Slater, M., Usoh, M., & Steed, A. (1994). Depth of Presence in Virtual Environments. Presence: Teleoperators and Virtual Environments, 3(2), 130-144. doi:10.1162/pres.1994.3.2.130Knyazev, G. G., Savostyanov, A. 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Multisensory stress reduction: a neuro-architecture study of paediatric waiting rooms

[EN] The implementation of environmental satisfaction sources in the design of a health centre is a means to achieve stress reduction. The present work analyses the effect that these sources have on the stress reduction of patients¿ companions in a paediatric service. A two-phase study was carried out. During the first phase, 120 participants assessed 20 waiting rooms in situ in order to select the environmental sources with the greatest effect. During the second phase, the stress levels of 26 participants were measured in four simulated waiting rooms that combined the selected sources from the first phase. A multisensory simulation was carried out through a virtual reality experiment with visual, auditory and olfactory elements, and stress levels were measured at the psychological and neurophysiological levels. Results suggest that a combination of environmental satisfaction sources creates an important synergistic effect at the psychological and neurophysiological levels and underlines the importance of auditory and olfactory stimuli. Conclusions may be of interest to designers and managers of healthcare facilities.This work was supported by the Ministerio de Economia y Competitividad of Spain [grant number TIN2013-45736-R].Higuera-Trujillo, JL.; Llinares Millán, MDC.; Montañana I Aviñó, A.; Rojas, J. (2020). Multisensory stress reduction: a neuro-architecture study of paediatric waiting rooms. Building Research & Information. 48(3):269-285. https://doi.org/10.1080/09613218.2019.1612228S269285483Andrade, C. C., & Devlin, A. S. (2015). Stress reduction in the hospital room: Applying Ulrich’s theory of supportive design. Journal of Environmental Psychology, 41, 125-134. doi:10.1016/j.jenvp.2014.12.001Andrade, C. C., Devlin, A. S., Pereira, C. R., & Lima, M. L. (2017). 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Heart rate variability: Origins, methods, and interpretive caveats. Psychophysiology, 34(6), 623-648. doi:10.1111/j.1469-8986.1997.tb02140.xBeukeboom, C. J., Langeveld, D., & Tanja-Dijkstra, K. (2012). Stress-Reducing Effects of Real and Artificial Nature in a Hospital Waiting Room. The Journal of Alternative and Complementary Medicine, 18(4), 329-333. doi:10.1089/acm.2011.0488Busse, M., Stromgren, K., Thorngate, L., & Thomas, K. A. (2013). Parents’ Responses to Stress in the Neonatal Intensive Care Unit. Critical Care Nurse, 33(4), 52-59. doi:10.4037/ccn2013715Cannard, G. (1996). The effect of aromatherapy in promoting relaxation and stress reduction in a general hospital. Complementary Therapies in Nursing and Midwifery, 2(2), 38-40. doi:10.1016/s1353-6117(96)80062-xChoi, Y., Kim, M., & Chun, C. (2015). Measurement of occupants’ stress based on electroencephalograms (EEG) in twelve combined environments. Building and Environment, 88, 65-72. doi:10.1016/j.buildenv.2014.10.003Cobb, S. 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A virtual reality study in university classrooms: The influence of classroom colour on memory and attention

[EN] Design of teaching spaces influences the cognitive abilities of its users. Among the design variables, the colour stands out for the ease of its implementation and its aesthetic possibilities. Previous studies suggest that it can influence students' academic progress. However, due to the difficulty in studying their combinations, only a limited number of colours have been exhaustively studied. This was the objective of the present study: to contribute to the study of the effect of different colour parameters applied on the walls of university classrooms on students’ memory and attention performances. To address it, a virtual reality study was carried out with 80 university students. The colour variable was studied through two parameters: hue (8 settings) and saturation (2 settings). The resulting 16 combinations were implemented in a virtual reality university classroom. Memory performance was quantified using a psychological task of remembering an auditory word list, and attention was quantified by the reaction time to auditory stimuli. Analyses indicate that memory and attention performance is affected by some of these parameters, so they could be especially critical in the design of this type of space. Results may be of interest to different agents involved in the university classroom project, from architects and designers to the political leaders of these institutions.This work was supported by the Ministerio de Economía, Industria y Competitividad of Spain (Project BIA2017-86157-R, and PRE2018-084051)Higuera Trujillo, JL.; Llinares Millán, MDC.; Iñarra Abad, S.; Serra Lluch, JDR. (2021). A virtual reality study in university classrooms: The influence of classroom colour on memory and attention. En Proceedings INNODOCT/20. International Conference on Innovation, Documentation and Education. Editorial Universitat Politècnica de València. 129-136. https://doi.org/10.4995/INN2020.2020.11858OCS12913

The cognitive effect of university classroom geometry. A virtual reality study focused on memory and attention

[EN] Space influences our cognitive-emotional state. In teaching spaces, with a considerable effect on performance. Many design variables are involved. Among them, geometry has been traditionally less explored despite its usual prominence in design, due to the complexity of its modification in existing physical classrooms. However, today this can be addressed through the use of virtual reality. This was the objective of the present study: to contribute to the study of the cognitive effect of different geometry parameters applied in a university classroom. It was tackled through a laboratory field study carried out with 80 university students. The geometry variable was studied through two parameters: ceiling height (3 settings) and width (3 settings) of the university classroom. The 9 combinations were implemented in a virtual reality. The cognitive effect was explored through memory and attention performances. Both of them, quantified through auditory psychological tasks: the former, using a list of words to memorize; and the latter, using a computer program to measure reaction times and errors. Analyses indicate that memory and attention can be affected by some of the geometry parameters. This suggests that they may be especially relevant in the design of university classrooms, which is of interest to the different agents involved in the university classroom project and design.This work was supported by the Ministerio de Economía, Industria y Competitividad of Spain (Project BIA2017-86157-R, and PRE2018-084051)Higuera Trujillo, JL.; Llinares Millán, MDC.; Montañana I Aviñó, A.; Torres Cueco, J.; Sentieri Omarrementeria, C. (2021). The cognitive effect of university classroom geometry. A virtual reality study focused on memory and attention. En Proceedings INNODOCT/20. International Conference on Innovation, Documentation and Education. Editorial Universitat Politècnica de València. 121-128. https://doi.org/10.4995/INN2020.2020.11857OCS12112