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The physical dimensions of the home learning environment and its impact on young people’s learning motivations

Research output: Contribution to Journal/MagazineJournal articlepeer-review

E-pub ahead of print
Article number2322862
<mark>Journal publication date</mark>31/12/2024
<mark>Journal</mark>Cogent Education
Issue number1
Publication StatusE-pub ahead of print
Early online date11/03/24
<mark>Original language</mark>English


This article brings a novel perspective to the relationship between the physical dimensions of Home Learning Environments (HLE) and young people’s learning motivations during COVID-19 pandemic in UK. The architectural/physical focus of this investigation helps orient the reader to the literature/expertise I draw on. Based on 28 young people (16–18 years-old), the article evidences that comparing the HLE with the School Learning Environment (SLE), participants recognised the value of peer pressure and social learning environment to enhance learning motivations. Most participants found little use in home-schooling and wanted to return to in-person teaching. Students who adjusted the physical dimensions of the HLE were more motivated, especially if they had a private, semi-dedicated, or dedicated HLE. The article ends by exploring how the home-schooling experience during the COVID-19 pandemic offers an opportunity to re-imagine HLE as a complementary learning environment to SLE, motivate young people to learn and support independent learning activities.