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Article

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

1
School of Civil and Architectural Engineering, Hunan Institute of Science and Technology, Yueyang 414006, China
2
College of Fine Arts and Design, Hunan Institute of Science and Technology, Yueyang 414006, China
3
School of Materials Science and Engineering, Hebei University of Science and Technology, Shijiazhuang 050018, China
4
Shandong Fenghui Equipment Technology Co., Ltd., Jinan 250200, China
5
Institute of Industrial Science, The University of Tokyo, 4-6-1 Komaba, Meguro, Tokyo 153-8505, Japan
*
Author to whom correspondence should be addressed.
These authors contributed equally to this work.
Buildings 2024, 14(7), 2230; https://doi.org/10.3390/buildings14072230
Submission received: 9 June 2024 / Revised: 12 July 2024 / Accepted: 18 July 2024 / Published: 19 July 2024
(This article belongs to the Section Architectural Design, Urban Science, and Real Estate)

Abstract

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.
Keywords: user needs; special school; interactive spaces for children with intellectual disabilities; design methodology construction; requirement weighting; space environment design user needs; special school; interactive spaces for children with intellectual disabilities; design methodology construction; requirement weighting; space environment design

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MDPI and ACS Style

Liu, H.; Zhu, J.; Ni, P.; Li, Y.; Li, S. Research on Design Methods for Interactive Spaces in Schools for Children with Intellectual Disabilities Considering User Needs. Buildings 2024, 14, 2230. https://doi.org/10.3390/buildings14072230

AMA Style

Liu H, Zhu J, Ni P, Li Y, Li S. Research on Design Methods for Interactive Spaces in Schools for Children with Intellectual Disabilities Considering User Needs. Buildings. 2024; 14(7):2230. https://doi.org/10.3390/buildings14072230

Chicago/Turabian Style

Liu, Hui, Jinhui Zhu, Peng Ni, Yujia Li, and Shiyuan Li. 2024. "Research on Design Methods for Interactive Spaces in Schools for Children with Intellectual Disabilities Considering User Needs" Buildings 14, no. 7: 2230. https://doi.org/10.3390/buildings14072230

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