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Article Type

Article

Abstract

The world today faces many challenges related to environmental issues, as well as other social and economic challenges, and in light of intellectual, cognitive, and technical transformations, which led to the emergence of many new phenomena and concepts that correspond to them, including the concept of flow. This concept has been associated with many aspects of life, including architecture, whose importance has emerged recently in light of the challenge of the spread of the Corona virus and its effects on architecture with its residential, educational, and other spaces. This research focuses on the flow in the architectural space in general, and teaching-learning in particular. Previous architectural studies and proposals that dealt with the flow in the architectural space, in general, and the flow in the teaching-learning architectural space, in particular, sometimes directly and sometimes implicitly, highlighted several knowledge gaps in terms of generalization and cognitive overlap, as well as the multiplicity of aspects, and the lack of knowledge on the subject at the local level, to invest those gaps in defining the research problem represented by limited comprehensive and clear knowledge about the act of interactive flow in teaching-learning spaces, with its multiple aspects, which is commensurate with the requirements and challenges of the contemporary period, and the importance of its adoption in the local reality. Thus, the goal of the research was determined by presenting the most comprehensive and clear knowledge for the design of teaching-learning spaces in the light of the interactive flow act and identifying the most important aspects of it and enabling the creation of such spaces and enhancing the possibility of adopting them locally. The interactive flow in the teaching-learning spaces is represented by the real merger and the virtual mental immersion, so that the reality of the local experience is represented by the school spaces of the latest models approved by the Iraqi Ministry of Education of this approach, as the research assumed the limitations of achieving the act of interactive flow in it. The research reached a link between the interactive flow act in teaching-learning through the realization of the state of mental immersion that occurs to the learner when he interacts during the learning process and performs learning activities far from anxiety and boredom, which requires the creation of spaces based on flow theory, to confirm the importance of physical spaces as active and indispensable parts in the process of teaching and learning.

Keywords

Flow, Flow spaces, Teaching-learning spaces, Interaction, Integration, and Mental immersion.

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