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

Lancaster Institute for the Contemporary Arts

Text available via DOI:

https://doi.org/10.1080/2331186x.2024.2322862
Final published version
Available under license: CC BY: Creative Commons Attribution 4.0 International License

Keywords

school learning environment, young people’s perspectives, visual methods, home learning environment, learning motivations, Physical learning environment, Architecture; Classroom Practice; Secondary Education, Xin Yun Hu, The Education University of Hong Kong, Hong Kong

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Research output: Contribution to Journal/Magazine › Journal article › peer-review

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The physical dimensions of the home learning environment and its impact on young people’s learning motivations. / Costa, Ana Rute.
In: Cogent Education, Vol. 11, No. 1, 2322862, 31.12.2024.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Bibtex

@article{5caae26d42654fd8bbaf0d3993ccc2ea,

title = "The physical dimensions of the home learning environment and its impact on young people{\textquoteright}s learning motivations",

abstract = "This article brings a novel perspective to the relationship between the physical dimensions of Home Learning Environments (HLE) and young people{\textquoteright}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.",

keywords = "school learning environment, young people{\textquoteright}s perspectives, visual methods, home learning environment, learning motivations, Physical learning environment, Architecture; Classroom Practice; Secondary Education, Xin Yun Hu, The Education University of Hong Kong, Hong Kong",

author = "Costa, {Ana Rute}",

year = "2024",

month = mar,

day = "11",

doi = "10.1080/2331186x.2024.2322862",

language = "English",

volume = "11",

journal = "Cogent Education",

issn = "2331-186X",

publisher = "Taylor and Francis Ltd.",

number = "1",

}

RIS

TY - JOUR

T1 - The physical dimensions of the home learning environment and its impact on young people’s learning motivations

AU - Costa, Ana Rute

PY - 2024/3/11

Y1 - 2024/3/11

N2 - 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.

AB - 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.

KW - school learning environment

KW - young people’s perspectives

KW - visual methods

KW - home learning environment

KW - learning motivations

KW - Physical learning environment

KW - Architecture; Classroom Practice; Secondary Education

KW - Xin Yun Hu, The Education University of Hong Kong, Hong Kong

U2 - 10.1080/2331186x.2024.2322862

DO - 10.1080/2331186x.2024.2322862

M3 - Journal article

VL - 11

JO - Cogent Education

JF - Cogent Education

SN - 2331-186X

IS - 1

M1 - 2322862

ER -

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