From Concrete Jungle to Learning Sanctuary: A Neuroarchitectural Experiment in Acoustic Materials
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Authors
Tookey, Lara
Page, Wyatt
Boulic, Mikael
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GDI
Abstract
This study presents a neuroarchitectural investigation into the acoustic performance of a modern, open-plan primary school classroom in New Zealand. Originally designed with an exposed concrete aesthetic, the space exhibited elevated average noise levels (LAeq > 70 dB) and frequent disruptive peaks (LCPeak >105 dB), posing challenges to cognitive performance and inclusive learning. A ceiling-based intervention using acoustic materials was implemented to reduce reverberation and improve speech clarity. Post-intervention measurements showed a significant reduction in background noise (LAFmin), but minimal change in average levels and an increase in peak events, indicating the limitations of single-surface treatments. Framed within the context of neuroarchitecture, the study highlights how environmental stimuli influence attention, memory, and emotional regulation, particularly for vulnerable learners. The findings support Sustainable Development Goal 4 (Quality Education) and the GDI2025 theme of designing inclusive, resilient learning environments. Recommendations include multi-layered acoustic strategies combining architectural and behavioural interventions to foster cognitively supportive educational spaces.
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Keywords
Cognitive Load, Acoustic Materials, Learning Efficiency, SDG 4, Open-Plan Classrooms, Neuroarchitecture
Source
International Conference of Green + Digital + Intelligent Built Environments (GDI). 1-3 December 2025. School of Future Environments, Auckland University of Technology.
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This is the Author's Manuscript of a paper presented at the GDI conference, 1-3 December 2025, Auckland, New Zealand.