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Research on Design Methods for Interactive Spaces in Schools for Children with Intellectual Disabilities Considering User Needs

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Publicado en:Buildings vol. 14, no. 7 (2024), p. 2230
Autor principal: Liu, Hui
Otros Autores: Zhu, Jinhui, Ni, Peng, Li, Yujia, Li, Shiyuan
Publicado:
MDPI AG
Materias:
China
Physiology
Students
Children with disabilities
Analytic hierarchy process
Demand analysis
Architecture
Schools
Intellectual disabilities
User requirements
Design techniques
Design analysis
Qualitative analysis
Disabilities
User needs
Computer aided mapping
Children
Special education
Hierarchies
Mapping
Methods
Computer aided design > CAD
Design optimization
Design parameters
Decision making
Design
Acceso en línea:Citation/Abstract
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Resumen:To scientifically enhance user perception in decision-making for designing interactive spaces in schools for children with intellectual disabilities, we propose an innovative design model that integrates the Kano model, Analytic Hierarchy Process (AHP), and Axiomatic Design (AD) theories based on user needs. Initially, multi-method research was used to gather the original user requirements which were then refined through data cleaning to establish the initial user needs. The Kano model was then employed to categorize these initial user needs. AHP was then used to construct a hierarchical analysis model for the interactive spaces in schools for children with intellectual disabilities, creating a judgment matrix to accurately calculate demand weight values at each level. Subsequently, AHP was used to select the most important demand items. The independence axiom of AD theory was used to achieve a “Z”-shaped mapping between the functional requirements (FRs) and design parameters (DPs) for the interactive spaces in schools for children with intellectual disabilities. This mapping was analyzed using a matrix approach to assess the design rationality and optimize solutions, thereby transforming user needs into design parameters. Finally, the design parameters were used to create interactive spaces through computer-aided design, and the resulting design plans were evaluated. Experimental results indicate that this design scheme effectively translates subjective concepts into specific design parameters through a qualitative and quantitative approach. This significantly enhances the user needs of interactive spaces in schools for children with intellectual disabilities and provides a scientific basis for the architectural design of these schools.
ISSN:2075-5309
DOI:10.3390/buildings14072230
Fuente:Engineering Database