Volume 5, Issue 3 (September 2026)
IJER 2026, 5(3): 0-0 |
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Araghi H, Zendehdelan A, Sabet Imani M. (2026). Investigating the Role of Motion Perception in Designing Architectural Spaces for Children with Autism Spectrum Disorder: Focusing on Vestibular System Behavior to Achieve Environmental Perception. IJER. 5(3),
URL: http://ijer.hormozgan.ac.ir/article-1-61-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-61-en.html
1- Master of Architecture, Department of Architecture, Science and Research branch,Khorasan Razavi, Islamic Azad University, Neyshabur, Iran. Master of Architecture, Department of Architecture, Neyshabur branch, Islamic Azad University,Neyshabur, Iran
2- Ph.d of Architecture, Faculty Member, Department of Architecture, Ne.C., Islamic Azad University, Neyshabur, Iran. ,anahita_ze@yahoo.com
3- Ph.d of Educational Psychology, Faculty member, Technical-professional educational institution, Neyshabur, Iran
2- Ph.d of Architecture, Faculty Member, Department of Architecture, Ne.C., Islamic Azad University, Neyshabur, Iran. ,
3- Ph.d of Educational Psychology, Faculty member, Technical-professional educational institution, Neyshabur, Iran
Abstract: (11 Views)
Objective: Vestibular dysfunction in children with autism spectrum disorder (ASD) disrupts motion perception and the visual organization of color, depth, and luminance. Lacking coherent sensory schemas and stimuli-filtering capabilities, these children exhibit hyper-reactive or hypo-reactive behaviors. This study identifies cognitive motion-perception patterns linked to vestibular profiles to inform visual sensory organization and environmental perception in architectural design.
Methods: This comparative, library-based study evaluated depth perception mechanisms relative to vestibular behavior and motion perception. Visual variations in depth were analyzed across light, color, and form. Perceptual characteristics were mapped onto fluid and dynamic environments to derive compatible architectural components for both sensory profiles.
Results: In hyper-reactive profiles, perception within fluid environments relies on similarity-based sensory integration: motion is perceived via grouping, color monochromatically, and depth through surface-based cues under luminance gradients. Conversely, hypo-reactive profiles in dynamic environments rely on distinction-based integration: motion and depth are perceived through high contrast, edge-based cues, and perspective under uniform luminance.
Conclusions: Two distinct vestibular behavioral profiles produce divergent visual sensory organizations and motion-perception patterns. Designing supportive built environments for children with ASD requires tailoring architectural elements to these specific fluid and dynamic sensory needs.
Methods: This comparative, library-based study evaluated depth perception mechanisms relative to vestibular behavior and motion perception. Visual variations in depth were analyzed across light, color, and form. Perceptual characteristics were mapped onto fluid and dynamic environments to derive compatible architectural components for both sensory profiles.
Results: In hyper-reactive profiles, perception within fluid environments relies on similarity-based sensory integration: motion is perceived via grouping, color monochromatically, and depth through surface-based cues under luminance gradients. Conversely, hypo-reactive profiles in dynamic environments rely on distinction-based integration: motion and depth are perceived through high contrast, edge-based cues, and perspective under uniform luminance.
Conclusions: Two distinct vestibular behavioral profiles produce divergent visual sensory organizations and motion-perception patterns. Designing supportive built environments for children with ASD requires tailoring architectural elements to these specific fluid and dynamic sensory needs.
Keywords: Dunn's Processing Model, Vestibular Sensory System, Gestalt Grouping Principles, Ecological Perception Theory, Fabio Metelli's Visual Perception Theory, Fluidity and Dynamism in Environment
Type of Study: Original |
Subject:
Educational Studies
Received: 2023/10/6 | Accepted: 2024/10/19 | Published: 2026/09/1
Received: 2023/10/6 | Accepted: 2024/10/19 | Published: 2026/09/1
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