An Analysis of University Students’ Sensory Preferences for Designing A Restorative Space

This study examines students’ preferences for sensory elements in designing a dedicated restorative space within a university environment. The research employs a sensory-scale Restorative Affordances framework, in which the five affordances of Retreat, Engage Softly, Spatial Coherence, Express Identity, and Tailored Fit were derived from the integration of Attention Restoration Theory (ART), Theory of Supportive Design (TSD), and Perceived Sensory Dimensions (PSD). Data was collected from 30 interior design students through open-ended questionnaires and analyzed using a combined frequency-based method with Voyant Tools and manual qualitative analysis. Eleven sensory themes were identified and grouped into Visual elements, including lighting, color, pattern, and view; Ambient elements, including sound, air, thermal condition, and scent; and Haptic elements, including material, texture, and tactility. Visual elements were the most frequently mentioned, followed by ambient elements, while haptic elements were less emphasized. Lighting (24.50%), sound (19.13%), and color (15.44%) were the most frequently expressed variables. Distinct sensory configurations were observed across the five affordances. Retreat emphasized dim or indirect lighting, soft ambient sound, muted colors, and calm air. Engage Softly relied on filtered daylight, shifting light, natural sounds, and gentle airflow. Spatial Coherence was structured through coordinated colors, consistent materials, and controlled textures. Express Identity was conveyed through symbolic colors, culturally meaningful patterns, and memory-associated scents. Tailored Fit was characterized by adjustable lighting, controllable acoustics, operable airflow, and temperature regulation. By linking sensory elements to Restorative Affordances, the study identifies student-preferred sensory conditions that may inform the development and subsequent evaluation of restorative educational interiors.