Exploring the Potential of Attention Restoration on University Campuses: An Interdisciplinary E-Delphi Study

This study addresses the limited campus-specific operationalization of attention restoration theory and the insufficient empirical validation of perceptual factors in university settings. It aims to identify key perceptual factors influencing attention restoration on campuses and to develop an evidence-based assessment framework for restorative campus design. An initial set of ten perceptual factors was synthesized from Attention Restoration Theory, Stress Recovery Theory, and Environmental Preference Theory. A two-round e-Delphi process involving 26 multidisciplinary experts from academia and design practice was conducted, followed by combination weighting to derive factor weights and construct a weighted assessment model. The model was validated through a student survey and tested for applicability in a representative campus space. The process achieved consensus on seven primary perceptual factors with the following weights: accessibility (0.187), comfort (0.150), visibility (0.143), sense of belonging (0.143), familiarity (0.142), peacefulness (0.118), and recognition (0.117). A practical assessment tool yielding a 0–10 restorativeness score was developed to quantitatively evaluate campus spaces. Student survey data confirmed the correspondence between model-derived scores and observed issues in the sample space. This study extends restorative environment theories to the hybrid natural-built contexts of university campuses and integrates an online Delphi procedure to develop a decision-support model. The resulting framework and tool enable planners and designers to diagnose deficiencies in campus environments and implement targeted interventions to enhance attention restoration.