Investigating the correlation between the learning styles of architectural students and their attraction toward biophilic learning spaces

The design of inspiring architectural learning spaces that cater to students' diverse learning needs is crucial for architectural students' creativity in their academic practice. Nevertheless, little is known about how to embrace these needs in their learning spaces and the correlation between their learning styles and their preferences for specific biophilic design patterns which leads to a negative impact on students' psychological health, and a lack of innovation in their architectural practice. Accordingly, the study aims to address this research gap by investigating the relationship between architectural students' diversity in learning styles, as defined by Kolb's experiential learning theory, and their innate inclination to experience Nature to highlight the diverse approaches to connect their built learning environment with Nature. The methodology used in this experiment involves a survey conducted on 130 architectural students from Fayoum University, identifying their learning styles using Kolb's learning style inventory (KLSI version 3.1), and classifying their preferences for specific biophilic patterns in their learning spaces using text-to-image Artificial Intelligence to turn imaginative descriptions into images. The results indicate a significant connection between the learning styles of students and their preferred biophilic patterns with 53 students of a diverging learning style preferring 8 biophilic patterns, 41 accommodating students preferring 6 patterns, 31 assimilating students preferring 7 patterns, and 5 converging students preferring 5 patterns. The study offers valuable insights for architects and educators in designing architectural learning spaces that incorporate biophilic features to stimulate innovation, efficiency, and general well-being.