effects of biophilic virtual reality interior design on

EFFECTS OF BIOPHILIC VIRTUAL REALITY INTERIOR DESIGN

ON POSITIVE EMOTION OF UNIVERSITY STUDENTS RESPONSES

Putri, Debri Haryndia 1 and Pawestri, Titi Ayu2 1Department of Architecture, Brawijaya University, Malang, Indonesia 2Department of Architecture, Brawijaya University, Malang, Indonesia

[email protected], [email protected]

Abstract

Biophilic design is the embodiment of a passive strategy in energy-efficient design through the maximum of connection

with nature. Previous biophilic design studies have showed a positive correlation between the presence of biophilic design

with stress reduction, increased cognitive performance, and an increase of positive human emotions and moods.

This research took 4 types of study rooms at Brawijaya University. Qualitative method is used to analyze visual interior

aspects of biophilic design. The results of this analysis are used by researchers to conduct experiments of designing virtual

study rooms. The virtual study rooms before and after design tested on 30 university student respondents. The quantitative

method used to assess the correlation of visual stimulus on students' emotional responses using STAI and PAD

measurements of emotional states and their opposites used a 5-point Likert scale.

This research provides evidence that the presence of visual biophilic design elements in the virtual study rooms have a

positive correlation to student emotions including feelings of happiness and excitement. This study also demonstrated that

virtual reality might be a potential way to test the concept of visual interior design before it is applied, so the interior

designers can already measure the user psychological effects.

Keywords: Biophilic Design, Interior, Study Room, Virtual Reality, Psychology

1. INTRODUCTION

One of the Green Campus program

indicator is the availability of environmentally

friendly buildings (UI Green Metric, 2019).

However, until now, the environmentally friendly

building standards in the Green Campus program

have not touched the interior aspects of the building.

Almost 87% of human time spend indoors (Klepeis,

et. al, 2001) so that the indoor environment plays a

major role in accommodating activities and

providing physiological and psychological comfort

for users. The integration of health (physiological)

and well-being (psychological) aspects through the

concept of Biophilic Design into green building

rating standards (GBRT) has been increasingly

supported in recent years, and is not limited to

energy efficiency (Jiang et al, 2017).

The biophilic design approach is used in

creating the interior of campus study spaces that are

environmentally friendly and comfortable for both

students physiological and psychological. The

learning space on campus is formed by the learning

activities which are divided into lectures, tutorials,

seminars, and, studio or workshop practice,

workshop (Permenristekdikti, 2015). From this

definition, the study rooms in the campus area can

be categorized into 4 types, namely the classroom,

practical room (studio or laboratory), auditorium and

library.

Biophilia is the study of human desire to be

affiliated with natural forms in life (Wilson, 1996).

Biophilic design is the embodiment of a passive

strategy in energy-efficient design through

maximizing the connection between the physical

aspects of space-forming and nature (Tarigan, 2017).

2 Do not write anything on the header. Full-paper template Chapter Error! No text of specified style in document.

The concept of Biophilic Design is divided into 3

main aspects, namely biophilic infrastructure,

sensorial design, and biophilic setting and

performance from these three aspects, 25 strategies

for applying biophilic design in buildings were

designed (Xue, 2019).

Previous studies have documented the

positive side of the biophilic design space

experience on several building functions. Biophilia

experiments through the application of natural

elements in the indoor campus environment with the

literature review method showed an increase in the

user's physical, social, intellectual and psychological

well-being. Combining the attributes of biophilic

design with sustainable development will produce a

perfect model in supporting the evolution of a

creative campus environment (Abdelaal, 2017). The

use of biophilic elements into the physical

environment of the hotel through real photo

simulations of hotels that have implemented

biophilic elements in their built environment can

meet guests' needs to relate to nature which

correlates with the formation of emotional responses

and positive behaviour of hotel guests (Lee, 2016).

The application of the biophilic environment

through experimental biophilic space photos also

affects the physiological conditions of the room user

such as a decrease in blood pressure, a decrease in

skin conductance, and an increase in short-term

memory. It shows that the user's body condition

becomes more relaxed so that the emotional

condition becomes more positive after experiencing

the biophilic space experience (Yin et al, 2018).

Biophilic virtual environments with the use of

advances in virtual reality technology have the

greater restorative impact than non-biophilic virtual

environments in terms of reducing physiological

stress and levels of psychological anxiety (Yuan et

al., 2020). This is indicated by heart rate stability,

decreased skin conductance levels and blood

pressure through bio-monitoring sensor

measurements. The level of anxiety of respondents

in the study was measured using the State-Trait

Anxiety Inventory (SAI) test, which shows an

increased assessment of positive statements about

the respondent's self after experiencing a biophilic

virtual environment.

This research uses a mixed method, which

is divided into 3 stages. The first stage analysis is the

initial data analysis using descriptive qualitative

methods. At this stage, the researcher made

adjustments to the application of the biophilic design

strategy based on the physical elements that make up

space, considering that in virtual reality experiments

only the visual aspects can be tested. The results of

phase 1 analysis resulted in a guide to the

application of biophilic design in the formation of

the interior of the study room to support the Green

Campus. The results of the guide form the basis of

stage 2 analysis, namely the stages of 3D modeling

and virtual interior of 4 types of study rooms at the

Faculty of Cultural Sciences by using twinmotion

VR software. After obtaining the ideal biophilic

learning room model, a positive emotional response

analysis will be carried out in stage 3. Quantitative

methods with questionnaire techniques are used at

this stage through virtual reality experiments, where

30 respondents will experience two different virtual

space experiences, namely in 4 types of biophilic

and non-biophilic learning spaces. Respondents'

positive emotional responses were measured using

the State-Trait Anxiety Inventory (STAI) test and

PAD measurements of emotional states and their

opposites including pleasure-displeasure, arousal-

non-arousal, and dominance-submissiveness. In the

STAI test, the experiment uses 3D modeling, while

in the PAD measurement, the experiment uses

virtual reality. This measurement uses a 5-point

Likert scale ranging from "completely disagree" to

"completely agree". The results of the STAI score

will be analyzed using an interval-based category

test to see an increase in the respondent's positive

emotional response to the 3D modeling image of the

biophilic and non-biophilic virtual learning room. To

see the emotional effect that most respondents feel

when dealing with biophilic and non-biophilic

Do not write anything on the header. Full-paper template 3

learning room virtual reality stimuli, the results of

the PAD measurement score will be analyzed using

the mean score in each statement.

Research on biophilic design has never

been tested in campus study spaces with specific

functions experimentally by utilizing virtual reality

technology. So far, the measurement of the

application of biophilic design has focused on

energy efficiency, not many studies have touched

psychological aspects. Thus, the novelty of the

research is to provide an overview of the design of a

green and sustainable university learning

environment and have an impact on the student

psychology comfort. This study also demonstrated

the potential that virtual reality may be a way to test

visual interior design concepts before they are

applied to real conditions, so that the interior

designers can measure the response of user before

build the real ones.

2. ANALYSIS

The biophilic concept in a planning and

design perspective aims to integrate or manipulate

natural elements or systems in creating a sense of

"life" in the built environment at different scales,

namely buildings and cities (Alexander, 2002). On

the building scale it is known as Biophilic Design

and on the city scale it is known as Biophilic

Urbanism. The Biophilic Design concept is divided

into 3 aspects, 7 indicators, and 25 strategies, while

Biophilic Urbanism consists of 3 aspects, 7

indicators and 17 strategies (Xue, 2019).

2.1. Selection of a visual biophilic design

strategy

Biophilic design is divided into 3 main

aspects, namely biophilic infrastructure, sensorial

design, biophilic setting and performance (Xue et al,

2019). From these three aspects, 25 strategies for

applying biophilic design were compiled. From the

description of the 25 strategies above, this study

divides these strategies into 5 physical elements that

form space, namely visual element, auditory

element, olfactory element, thermal element, and

tactile element.

From the five elements above, the visual

element is the element that has the greatest

contribution compared to other sensory elements in

perceiving space. For this reason, this study focuses

on visual strategies as the basis for designing virtual

learning spaces.

Based on the results of the adjustment,

there are 11 visual biophilic design strategies that

can be applied and tested in virtual space designs

including:

1. Enhance daylight and shadow design;

2. Optimize window view of the natural

landscape;

3. Optimize window view of weather changes;

4. Provide indoor potting plants;

5. Provide indoor green walls;

6. Provide observable artworks

7. Biomorphic building form and façade for

energy cost reduction;

8. Biomorphic ornament design;

9. Surface pattern design from natural

environment;

10. Natural material selection, i.e. wood,

bamboo, rock, etc.;

11. Color selection to enhance creative

environments;

2.2. The design of 3D modeling and virtual

reality biophilic study rooms

The study room that will be redesigned

consists of 4 types of rooms, namely the classroom,

the teaching laboratory, the auditorium and the

library of the Department of English Education,

Faculty of Cultural Studies, Universitas Brawijaya.

The classroom is 37.84 m2 in size. This

room has a capacity of 25 students who are

facilitated with folding table and chairs furniture.

The atmosphere of the room is very formal with a

linear arrangement of furniture facing the

blackboard area and the lecturers' desks. The colour


of the room is dominated by white and grey with a

monochromatic colour scheme. Windows for

ventilation and access to natural lighting are in the

back of the classroom, in addition there is general

artificial lighting placed on the ceiling in cold white

light colours. In the entrance area, there are also

glass openings that are used to enter natural light. To

provide thermal comfort, this room also has air

conditioning located in the back of the classroom.

Figure 1: 3D modelling view of non-biophilic classroom

The teaching laboratory is a soundproof

closed room that is used to monitor students'

teaching practices. This room is 30.72 m2 in size

and has a capacity of 25 people, facilitated by

folding table and chairs furniture. Linear furniture

arrangement facing the chalkboard area. There is no

access to lighting and natural ventilation, therefore

there is artificial ventilation in the form of air

conditioning and artificial lighting with a general

system with cold white light colours. The

atmosphere of the room looks formal because all the

walls and floors of the room are covered by grey

carpet.

Figure 2: 3D modelling view of non-biophilic teaching

laboratory

The auditorium is 295.4 m2 in size. This

room has a podium in the front area which is marked

by the arrangement of a long table with several large

chairs facing the rows of furniture for students. The

feel of a formal room with white dominance on the

walls, ceiling and floor. Linear arrangement of

furniture for students facing the podium area.

Against the window as access to natural ventilation

and ventilation on the right and left of the room. To

support thermal comfort, there are several wall

mounted fans. Apart from natural lighting, there is

also artificial lighting with a general system on the

ceiling with cold white light colours.

Figure 3: 3D modelling view of non-biophilic auditorium

The library has an area of 432.74 m2. This

library has a formal ambiance, dominated by white

on the walls and brown on the furniture and floors.

This library is divided into several areas, including

reading area, collection area, and management area.

On the right side of the entrance, there are rows of

windows that let light in. In addition to natural

lighting, there is also artificial lighting with a

general system with cold white light colours. For

ventilation, artificial ventilation is used in the form

of air conditioning, this is because the condition of

the library as a place to store books must have good

and stable air conditioning. The wardrobe is not

arranged based on height, so it looks visually

cluttered.


Figure 4: 3D modelling view of non-biophilic library

The biophilic virtual classroom was

redesigned by placing indoor potted plants to the left

of the room. For the blackboard area, a green wall is

placed as the centre of attention. In order for the

room's atmosphere to look natural, the room's

nuance is designed to be warmer, more natural and

friendly by using colours and materials with natural

textures on the walls, floors and ceilings. The

furniture in the room, which was originally

dominated by folding table chairs made of

aluminium was replaced with folding table chairs

with natural motifs. On the backwall area of the

classroom, there are decorative accents on the

columns with fresh green colours and the presence

of potted plants to eliminate the monotonous

impression in the classroom. There is no change in

the presence of windows, artificial ventilation, and

natural lighting.

Figure 5: 3D modelling view of biophilic classroom

The biophilic virtual teaching laboratory

was redesigned using decorative elements on the

walls in the form of a natural coloured carpet

repetitively arranged with a grey carpet. The

furniture in the room, which was originally

dominated by folding table chairs made of

aluminium was replaced with folding table chairs

with natural motifs. In this room you cannot add

plants, either pots or green walls, because the room

conditions do not have windows to access natural

lighting and ventilation.

Figure 6: 3D modelling view of biophilic teaching

laboratory

The biophilic virtual auditorium was

redesigned by placing the green wall against the wall

in the front and rear podium areas of the room as the

focal point of the space. The feel of the room is

redesigned to be warmer, more natural and

welcoming by using natural colours such as light

brown, dark brown and green. Use of materials with

natural textures on walls, furniture, and ceilings. In

the back area are added plants in pots arranged

linearly. To give a dynamic impression, the columns

in the auditorium are finished with a dark brown

colour that is different from the walls. Artificial

lighting was redesigned using indirect lighting so

that indirect lighting hit the eyes and learning

activities could run comfortably. Folding table chair

furniture uses a more biomorphic shape without

sharp corners with wood brown material, colour,

texture. For window access, natural lighting and

ventilation have not changed.


Figure 7: 3D modelling view of biophilic teaching

laboratory

The virtual library room was redesigned by

changing the room layout. In the area of the

collection room which is adjacent to the window, a

reading area is placed in the form of a biomorphic

with a difference in floor height to show the

difference in the function of the area. To facilitate

the circulation of visitors, the central library area

facing the entrance is designed without furniture.

Warm, natural and friendly biophilic ambiances are

achieved through the use of natural-dominated

materials, colours and textures. The material in the

virtual library design uses a wood texture finish that

is applied to the ceiling, walls and floors as well as

collection shelves. As an accent, green wall and

green carpet were used as floor coverings for the

reading area and chair covers. Some indoor potted

plants are placed on the table in the reading area.

The biomorphic form is also a form of furniture

design of the reading area. Access to natural lighting

in the existing conditions is good enough so no need

to change the design. Air conditioning access to the

library room is conditioned to continue to use

artificial ventilation considering that the condition of

the library as a place to store books must have good

and stable air conditioning.

Figure 8: 3D modelling view of biophilic library

2.3. Analysis of positive emotional responses

to biophilic virtual environments

Emotional response is measured by two

types of measurements, namely the State-Trait

Anxiety Inventory (STAI) test and PAD

measurements of emotional states and their

opposites. The STAI test consists of 20 simple

questions that map the respondent's calm and anxiety

when dealing with a virtual environment as a

stimulus. The STAI test consists of 10 positive

statements about yourself, including feelings of

calm, safety, serenity, relief, comfort, confidence,

relaxed, satisfied, confident, and happy and 10

negative statements about yourself including tense,

depressed, upset, worried about misfortune, scared,

nervous, restless, indecisive, worried, and confused.

describe and measure emotional state. All statements

were measured with a Likert scale of 5. The STAI

test was measured through an experimental 3D

modelling image of 4 types of biophilic and non-

biophilic study rooms.

PAD measurements of emotional states and

their opposites use three emotional attributes

including pleasure, arousal and dominance to

represent all emotions. Measurement of PAD was

carried out to map specific emotional responses to

each biophilic and non-biophilic virtual learning

space. PAD measurement statements include

visualization of space providing feelings of pleasure,

excitement, calming, and providing a sense of

control so as to reduce stress levels, help

concentration, and facilitate adaptation. All

statements were measured with a Likert scale of 5.


Measurement of PAD was measured through

biophilic and non-biophilic virtual space

experiments using virtual reality.

The STAI questionnaire statement on the

visual experiment of 3D images in 4 non-biophilic

and biophilic study rooms has passed a validation

test. From the answers of 30 respondents, the r-table

value is 0.361. Each statement is processed using

Bivariate Pearson correlation (Pearson Moment

Product). This analysis correlates each statement's

score with a total score. The results of the validity

test of the 20 STAI questionnaire statements in the

case study 4 non-biophilic (table 1) and biophilic

(table 2) study rooms are valid. In addition to the

validity test, the STAI questionnaire was also tested

for reliability to show the consistency of the

questionnaire as a measuring tool in the same

symptom gauge. High reliability is indicated by the

reliability value () 0.70 - 0.90 with the Alpha

Cronbach formula. If > 0.90, the reliability is

perfect. The reliability test results of the STAI

questionnaire in the non-biophilic study room

resulted in = 0.96 and in the biophilic study room

yielded = 0.95 which showed that the reliability of

the STAI questionnaire had perfect consistency

Table 1: The validity test of the STAI Questionnaire in a

non-biophilic study room

Table 2: The validity test of the STAI Questionnaire in a

biophilic study room

The results of measuring the STAI

questionnaire in the 3D model image of 4 non-

biophilic and biophilic campus study rooms show an

increase in the percentage from 10% (table 3) to

50% of the number of respondents (table 4) who

perceive positive emotional feelings in themselves

as very high when faced with 3D model images on

biophilic campus study rooms. In the very low

category of positive emotional feelings, there was a

significant reduction in percentage from 15% to 3%

of the number of respondents when dealing with

biophilic campus study rooms stimuli. From this

data it can be concluded that the application of a

visual biophilic design strategy in the study room

has the potential to reduce student anxiety about the

formal campus environment and increase positive

feelings in students when carrying out the learning

process. The presence of natural elements both in the

form of green wall; indoor potted plants; use of

natural materials and textures on walls, ceilings,

furniture, floors; biomorphic form; the natural and

friendly feel that comes with the use of natural

colors; and optimization of windows as access to

Statement r-count r-table Decision

1 0,71 0,361 Valid

2 0,583 0,361 Valid

3 0,805 0,361 Valid

4 0,794 0,361 Valid

5 0,672 0,361 Valid

6 0,584 0,361 Valid

7 0,781 0,361 Valid

8 0,74 0,361 Valid

9 0,794 0,361 Valid

10 0,52 0,361 Valid

11 0,485 0,361 Valid

12 0,894 0,361 Valid

13 0,821 0,361 Valid

14 0,749 0,361 Valid

15 0,84 0,361 Valid

16 0,817 0,361 Valid

17 0,878 0,361 Valid

18 0,867 0,361 Valid

19 0,522 0,361 Valid

20 0,727 0,361 Valid

Statement r-count r-table Decision

1 0,7807 0,361 Valid

2 0,5455 0,361 Valid

3 0,5454 0,361 Valid

4 0,7709 0,361 Valid

5 0,7963 0,361 Valid

6 0,7633 0,361 Valid

7 0,8112 0,361 Valid

8 0,7543 0,361 Valid

9 0,8771 0,361 Valid

10 0,8516 0,361 Valid

11 0,4065 0,361 Valid

12 0,6989 0,361 Valid

13 0,6989 0,361 Valid

14 0,8412 0,361 Valid

15 0,8393 0,361 Valid

16 0,8449 0,361 Valid

17 0,802 0,361 Valid

18 0,5375 0,361 Valid

19 0,6783 0,361 Valid

20 0,8174 0,361 Valid


outside views, natural lighting and ventilation can

reduce student anxiety in a formal campus

environment.

Table 3: The results of measurement of positive emotional

feelings of the STAI questionnaire in non-biophilic study

rooms

Table 4: The results of measurement of positive emotional

feelings of the STAI questionnaire in biophilic study

rooms

The subsequent space-specific

measurement of positive emotions uses PAD

measurements of emotional states and their

opposites. In this measurement, non-biophilic and

biophilic virtual space media are used which are

designed using twin motion software. This

measurement includes feelings of pleasure,

enthusiasm, calm and control. The measurement

analysis uses the mean value of each questionnaire

variable, where the mean score between 1 - 3

indicates that feelings of pleasure, enthusiasm, calm

and control are not achieved in the respondent, while

the mean score of 3.1 - 5 indicates the achievement

of feelings of pleasure, enthusiasm, calm. and

control on respondents. All PAD questionnaire

statements in each room have been validated with

valid results and have a reliability value = 0.87 -

0.97 which indicates that the reliability of the PAD

questionnaire has high to perfect consistency.

The results of the PAD questionnaire in

Table 5 show that in non-biophilic virtual

classrooms the worst positive emotional response

scores are pleasure, enthusiasm, calm and control.

This is due to the condition of formal and

monotonous classroom design with a very limited

area which gives an unfavorable emotional response

to respondents. In table 5, it can be seen that 3 of the

4 study rooms are considered less able to provide

positive emotional responses. The laboratory is the

only room that is sufficient to provide positive

emotional responses with score 3.43 considering that

student respondents understand the function and

conditions of the teaching laboratory design which

must be closed and soundproof.

Table 5: PAD questionnaire score measurement results in

non-biophilic study rooms

The results of the PAD questionnaire in

table 6 show an increase in the score of respondents'

positive emotions in the virtual biophilic classroom.

Each room has an assessment in the range of 4 to 5

which means that the application of the visual

biophilic design strategy in the campus study room

is considered effective in providing a feeling of

pleasure, excitement, calm and control for students.

The highest positive response score was obtained in

the biophilic library stimulus. Of the four positive

responses, feeling happy got the highest score. This

shows that the biophilic room provides an

opportunity for students to get back close to nature,

feel relaxed and happy so that they can study well.

Based on the score results, it can be seen indoor

plants; materials, textures, natural colors and

optimization of window access correlate with the

students feeling of pleasure. The biophilic library

gets the highest score, 4.63 on two statements,

namely feelings of pleasure and excitement. In the

Category Interval f (person) Percentage

(%)

Very high 88-100 3 10,00

High 71-87 12 40,00

Average 54-70 10 33,33

Low 37-53 5 16,67

Very low 20-36 0 0,00

Total 30 100

Category Interval f (person) Percentage

(%)

Very high 88-100 15 50,00

High 71-87 10 33,33

Average 54-70 4 13,33

Low 37-53 1 3,33

Very low 20-36 0 0,00

Total 30 100

Types of Score (Mean)

Room 1 2 3 4 Total

Classroom 2,87 2,9 2,97 3,1 2,96

Laboratory 3,37 3,4 3,47 3,5 3,43

Auditorium 3,3 3 3,17 3,2 3,17

Library 3,03 2,97 3,1 3,03 3,03


library, there are different visual strategies, namely

maximizing window optimization to include views

and natural light. Besides that, there are biomorphic

forms that are clearly visible in the reading area

layout and furniture forms. It can be concluded that

the presence of natural lighting and natural outside

views as well as biomorphic forms encourage

students so that they can increase students'

psychological comfort in carrying out the learning

process.

Table 6: PAD questionnaire score measurement results in

biophilic study rooms

3 CONCLUSIONS

From the experimental results of 3D

modeling images and virtual reality regarding the

effect of applying biophilic design on students'

positive emotional responses, it can be concluded

that there is a strong correlation between the

presence of a biophilic environment and the positive

emotional response of space users. Non-biophilic

study environment gives negative feelings, like

anxiety in students. The presence of natural visual

elements in the room in various forms such as

plants, natural motifs, natural textures, and natural

materials gives a pleasant feeling to students.

Outside view elements, natural light, and

biomorphic shapes are able to encourage students. In

addition, this research shows that advances in

technology such as virtual reality can help interior

designers and architects to see the psychological

effects of users before the design is built. To see the

reliability of measurement results using 3D

modelling images and virtual reality can produce

ideal recommendations with real environmental

conditions, further research is needed. In addition, to

map the success of each element of the visual

biophilic design optimally to overcome anxiety and

increase positive emotions, further research is

needed.

ACKNOWLEDGEMENTS

The authors would like to extend our

wholehearted thanks to many people, who

contributed generously to the works presented in this

paper. Profound gratitude firstly goes to LP3M

Universitas Brawijaya for granting this research. The

authors gratefully acknowledge the Department of

English Education, Faculty of Cultural Studies,

Brawijaya University to let authors using their study

rooms as study objects. The authors also like to

thank all of the anonymous participants who

provided helpful feedbacks to support this research.

REFERENCES

Abdelaal,M.S., Soebarto, V. (2017). History matters: The

origins of biophilic design of innovative learning

spaces in traditional architecture. International

Journal of Architectural Research.12. 108-127

Permenristekdikti 44 tentang SN Dikti Pasal 14. (2015).

Ministry of Research, Technology and Higher

Education, Jakarta

Klepeis, N.E., Nelson, W.C., Ott, W., Robinson, J.P.

(2001). The National Human Activity Pattern

Survey (NHAPS): A resource for assessing

exposure to environmental pollutants. Journal of

Exposure Analysis and Environmental

Epidemiology. 11(3). 231-252

Tarigan, F. (2017). Biophilic Design. Sepuluh Nopember

Institute of Technology, Surabaya

UI Greenmetric Guideline. (2019). University of

Indonesia, Jakarta. Retrieved from

http://greenmetric.ui.ac.id

Wilson, Edward O. 1996. Search of Nature. Washington

D.C.: Island Press

Xue, F., Gou, Z., Lau, S.Y., Lau, S.K, Chung, K.H.,

Zhang, J. (2019). From biophilic design to

biophilic urbanism: Stakeholders’ perspectives.

Journal of Cleaner Production, 211, 1444-1452

Yin, J., Zhu, S., Naughton, P.M., Allen, J.G., Spengler,

J.D. (2018). Physiological and cognitive

performance of exposure to biophilic indoor

environment. Building and Environment, 132,

255-262

Yuan, J., Yin, J., Arfaei, N., Catalano, P.J., Allen, J.G.,

Spengler, J.D. (2020). Effects of biophilic indoor

environment on stress and anxiety recovery: A

Types of Score (Mean)

Room 1 2 3 4 Total

Classroom 4,5 4,3 4,4 4,23 4,36

Laboratory 4,3 4,2 4,03 4,07 4,15

Auditorium 4,57 4,47 4,4 4,3 4,44

Library 4,63 4,63 4,53 4,56 4,59

https://www.researchgate.net/journal/1938-7806_International_Journal_of_Architectural_Research

https://www.researchgate.net/journal/1938-7806_International_Journal_of_Architectural_Research

https://www.researchgate.net/journal/1053-4245_Journal_of_Exposure_Analysis_and_Environmental_Epidemiology



http://greenmetric.ui.ac.id/


between-subjects experiment in virtual reality.

Environment International, 136, 1-10

effects of biophilic virtual reality interior design on

Documents