The physical environment in educational settings impacts students’ emotions, engagement, and academic performance differently. By understanding these differences, inclusive learning environments...Show moreThe physical environment in educational settings impacts students’ emotions, engagement, and academic performance differently. By understanding these differences, inclusive learning environments can be created to optimize students’ well-being and learning. Therefore, this thesis investigated the relationship between the perception of the light and sound environment and the affective experience (AE) of students with and without communication difficulties (CD), with the focus on exploring whether CD moderates this relationship. Using self-reports and real time surveys, the study assesses AE and environmental perception. Participants consisted of 23 individuals with CD and 18 without (mean age= 19.29 years), recruited from university and high school settings. The findings revealed distinct preferences between CD and non-CD students. CD students demonstrated an association between positive affect and better sound environment, whereas non-CD students exhibited a preference for better light environment. Furthermore, CD students reported a higher prevalence of negative emotions compared to their non-CD counterparts. Notably, a discrepancy emerged between the overall experience and real time measures, highlighting the need to refine methodologies for accurately capturing individuals’ perceptions of the environment. In conclusion, the study’s findings highlight the importance of considering individual differences among students and shaping their AE. The higher prevalence of negative emotions among CD students emphasizes the need for further research to better understand the underlying mechanisms contributing to this vulnerability. Moving forward, it is crucial to validate and expand upon these findings to promote the development of inclusive educational practices that prioritize the well-being and success of all students.Show less
