الفهرس 
IntroductionOnly 14 pages are availabe for public view
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Abstract
Architects strive to design functional and fashionable buildings, but they struggle with subjects beyond their expertise; such as anticipating and influencing how users respond to the built environments. This knowledge gap is significant because the world’s most serious design problems are behavioral, not architectural. (Buday, 2020)
Recently, Neuroscience – with the aid of new technologies – is valorizing the interaction of architecture and the human mind, and revealing the hidden complexities that have escaped rational analysis and measurement, by opening exciting doors to the essence of brain, mental roles and consciousness.
Furthermore, Research has shown that that the built environment plays an important role in the physical and emotional health of children, their learning processes, and their creativity development; which opened also doors for architecture to play a crucial role in activating children’s brain, making it more receptive to learning, and giving more substance to the learning experience.
This thesis addesses these possible latent powers of architectural design, with a vision of creating enhancing design tips and techniques derived from the neuroarchitecture approach; starting by data collection from relevant studies and theories examining the findings of neuroscientific research, including brain stimulus, perception, and the impact of the built environments on human behavior and performance. And then, exploring the neuroscience driven architecture application in the educational facilities.
Afterwards, with the aid of rational and descriptive analysis the research is investigating the innovative educational theories, the multi-sensory learning of children, while considering the multi-sensorial perception of spaces, through the analysis of the main human senses, their stimuli and their influence on the human body physically and psychologically, and also the influence level of the surrounding environment relatively on those senses, as well as the domains of
healthy children development. All of this with the aim of fostering the learning experience and strengthening the emerging multisensorial learning processes and the healthy brain development of children.
In addition, with the aid of documentary analysis and analytical studies, existing case studies are explored and studied, in order to find the correlations between their findings and conclude neuro-design principles; to later be assessed, using empirical application studies, through an assessment toolkit, that is created along the research, leaning on all theoretical information.
Lastly, the research process pushed the thesis to formulate a livable application, which yielded many fruitful inferences, including mainly the design tips and techniques of learning environments’ design, as well as shedding the light on multiple impressive correlations between children’s physical states and emotions, and the architectural elements.