Digitally Enhanced Multi-Sensory Environment | Pre-thesis Report

DIGITALLY ENHANCED MULTI-SENSORY ENVIRONMENT A PRE-THESIS REPORT Submitted by

AYSHWARYA SURESH 2019804003 in partial fulfillment for the award of the degree of

MASTER OF ARCHITECTURE IN GENERAL ARCHITECTURE

SCHOOL OF ARCHITECTURE AND PLANNING DEPARTMENT OF ARCHITECTURE ANNA UNIVERSITY, CHENNAI

NOVEMBER-DECEMBER 2020

ii

ANNA UNIVERSITY, CHENNAI BONAFIDE CERTIFICATE

Certified that this Thesis titled “DIGITALLY ENHANCED MULTI-SENSORY ENVIRONMENT” is the bonafide work of AYSHWARYA SURESH (2019804003) who carried out the work under my supervision. Certified further that to the best of my knowledge the work reported herein does not form part of any other thesis or dissertation on the basis of which a degree or award was conferred on an earlier occasion on this or any other candidate.

Dr. Sitalakshmi K. R Professor and Head Department of Architecture School of Architecture and Planning Anna University Chennai – 600 025

Examiner I Date:

Ar. R. Rajeswari Assistant Professor Department of Architecture School of Architecture and Planning Anna University Chennai – 600 025

Examiner II

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ABSTRACT

Sensory Architecture has been introduced into various trending concepts such as parametric, art exhibitionism, responsive design and provocative expressionisms.

Multisensory Environment (MSE) has been articulated into existing buildings to enhance the capacity of special user groups as well as decipher revelations as to how architecture plays a significant role in stabilizing neural functions. This research establishes the design path connecting the building codes for sensory needs, processbased prototypes and feedback analysis cycle. Various sets of design characteristics are identified and simulated based on sensory parameters. They are compared with the conventional buildings with respect to the same parameters to see the statistical viability of change required. The quasi-experimental approach provided a process-based design system integrating personas and scenario-based assessments. The neuro-typical and atypical experiences are studied through case studies to conclude some basic elements of design for the core idea of universal accessibility. Digital fabrication will bring this to reality and embed it into the existing built form along with an easily interactable interface based on sensory needs that responds to the user personas.

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சுருக்கம் சென்ெரி

ஆர்கிசெக்ெர்

அளவுரு, கலை

கண்காட்ெி, பதிைளிக்கக்கூடிய

வடிவலைப்பு

ைற்றும் ஆத்திரமூட்டும் சவளிப்பாடுகள் பபான்ற பல்பவறு பிரபை​ைான கருத்துகளில் அறிமுகப்படுத்தப்பட்டுள்ளது. ெிறப்பு பயனர் குழுக்களின் திறலன பைம்படுத்துவதற்காக ைல்டிசென்ெரி

சுற்றுச்சூழல்

சவளிப்படுத்தப்பட்டுள்ளதுென், கட்டிெக்கலை எவ்வாறு சவளிப்பாடுகளும்

(எம்.எஸ்.இ) நரம்பியல்

முக்கிய

உள்ளன.

தற்பபாதுள்ள

செயல்பாடுகலள

பங்கு வகிக்கிறது

இந்த

ஆராய்ச்ெி

உறுதிப்படுத்துவதில்

என்பதற்கான

உணர்ச்ெி

கட்டிெங்களில்

புரிந்துசகாள்ளும்

பதலவகள், செயல்முலற

அடிப்பலெயிைான முன்ைாதிரிகள் ைற்றும் கருத்து பகுப்பாய்வு சுழற்ெிக்கான கட்டிெக் குறியீடுகலள

இலணக்கும்

அளவுருக்களின் காணப்பட்டு

வடிவலைப்பு

அடிப்பலெயில்

பல்பவறு

உருவகப்படுத்தப்படுகின்றன.

நம்பகத்தன்லைலயக்

காண

பாலதலய

ஒபர

நிறுவுகிறது.

வடிவலைப்பு பதலவப்படும்

அளவுருக்கள்

பண்புகள் ைாற்றத்தின்

சதாெர்பாக

அலவ

உணர்ச்ெி

அலெயாளம் புள்ளிவிவர வழக்கைான

கட்டிெங்களுென் ஒப்பிெப்படுகின்றன. அலர-பொதலன அணுகுமுலற ஆளுலை ைற்றும் காட்ெி

அடிப்பலெயிைான

ைதிப்பீடுகலள

ஒருங்கிலணக்கும்

செயல்முலற

அடிப்பலெயிைான வடிவலைப்பு முலறலய வழங்கியது. உைகளாவிய அணுகல் பற்றிய முக்கிய

பயாெலனக்கான

சகாண்டுவருவதற்காக

வடிவலைப்பின்

வழக்கு

ஆய்வுகள்

ெிை

அடிப்பலெ

மூைம்

கூறுகலள

முடிவுக்குக்

நரம்பியல்-சபாதுவான

ைற்றும்

வித்தியாெைான அனுபவங்கள் ஆய்வு செய்யப்படுகின்றன. டிஜிட்ெல் புலனகலத இலத யதார்த்தத்திற்கு சகாண்டு வந்து, தற்பபாதுள்ள கட்ெலைக்கப்பட்ெ வடிவத்தில் பயனர் ஆளுலைகளுக்கு

பதிைளிக்கும்

உணர்ச்ெி

பதலவகளின்

சதாெர்பு சகாள்ளக்கூடிய இலெமுகத்துென் உட்சபாதிக்கும்.

அடிப்பலெயில்

எளிதில்

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DECLARATION

I declare that this Thesis titled “DIGITALLY ENHANCED MULTI-SENSORY ENVIRONMENT” is the result of my work and prepared by me under the guidance of Dr. M. Elango and Ar. R. Rajeswari and the work reported herein does not form part of any other thesis of this or any other University. Due acknowledgement has been made wherever anything has been borrowed from other sources.

AYSHWARYA SURESH 2019804003 M. Arch (General) Batch-2019

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ACKNOWLEDGEMENT

I would like to thank God Almighty for blessing me with wisdom and strength. I would like to thank the School of Architecture and Planning, the esteemed Dean and HOD for providing the valuable learning experience. I would like to thank the internal coordinator Dr. M. Elango and Ar. S. Prakash for their excellent guidance and innovative suggestions. I extend my sincere gratitude to my guide Ar. R. Rajeswari for enriching the process with motivational radiance and adding vital inputs at the research bottlenecks. I thank my family and friends for their appreciation and ardent efforts from time to time.

AYSHWARYA SURESH 2019804003 M. Arch (General) Batch-2019

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TABLE OF CONTENTS

CHAPTER NO.

TITLE

PAGE NO.

ABSTRACT (ENGLISH) ABSTRACT (TAMIL) LIST OF TABLES LIST OF FIGURES LIST OF SYMBOLS, ABBREVIATIONS

1

2

3

INTRODUCTION 1.1. GENERAL 1.2. NEED FOR THE STUDY 1.3. OBJECTIVES OF THE STUDY 1.4. FEASIBILITY

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1 1 2 2

RESEARCH ORIENTATION 2.1. OPERATIONAL DEFINITIONS 2.1.1. Multisensory Environment 2.1.2. Sensory Room 2.1.3. Conditioned Spaces 2.1.4. Autism 2.2. RESEARCH PROBLEM 2.3. PRECEDENT RESEARCH ANALYSIS 2.4. HYPOTHESIS 2.5. POSSIBLE ANTITHESES

3 3

RESEARCH PROTOCOL 3.1. RESEARCH FUNCTIONS 3.2. ONE-DIMENSIONAL MATRIX 3.3. SCOPE OF RESEARCH

6 6 7 8

4 4 5 5

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3.4.

3.5.

RESEARCH METHODOLOGY RESEARCH TOOLS 3.5.1. Study Tools 3.5.2. Design Tools CONTEXT LIMITATIONS DISSEMINATION PRE-THESIS WORK SCHEDULE

8 9

4

DISCOVERATION 4.1. UNIVERSAL DESIGN STANDARDS 4.2. THE MULTI-SENSORY EXPERIENCE 4.3. POTENTIAL FOR SENSORY NEEDS 4.4. INCLUSIVE SMART DESIGN

12 12 19 27 40

5

IDEATION 5.1. CASE STUDY FOR PROTOTYPE

42 42

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PROCESS BASED APPROACH 6.1. IMPACT OF SENSORY DEPRIVIATION 6.2. SENSORY DESIGN 6.3. USER EXPERIENCE MAPPING 6.4. BEHAVIOUR CUSTOMIZATION 6.5. SCENARIO BASED TESTING

48 48 49 50 53 55

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DIGITAL INTERVENTIONS 7.1. CASE STUDIES FOR DIGITAL INTERFACES 7.2. V.R. ARCHITECTURAL EXPRESSION 7.3. FEEDBACK LOOP

60 60 67 68

3.6.

3.7.

3.8.

3.9.

10 10 10 11

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PROCESS BASED PROTOTYPING 8.1. CONTEXT 8.2. CONCEPT 8.3. PROGRAMMING 8.4. USER ANALYSIS 8.5. SPATIAL ANALYSIS 8.6. PROCESS CONCLUSIONS

69 69 70 70 71 71 72

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RESEARCH FINDINGS 9.1. SURVEY RESULTS 9.2. SIMULATION PERCENTAGE

73 73 76

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RESEARCH CONCLUSIONS 10.1. OUTCOME 10.2. THESIS FORWARD PLAN 10.2.1.Objectives 10.2.2.Typology 10.2.3.Site 10.2.4.Site Layout 10.2.5.Site Feasibility 10.2.6.Thesis project Feasibility 10.2.7. Design Considerations 10.2.8.Programming scope 10.3. CONCLUSION

77 77 79

APPENDICES ETHICAL DISCLAIMER REFERENCES

84

85 103 104

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LIST OF TABLES

1. Table.3.1. The reasoning for the research functions 2. Table.3.2. Pre-thesis work schedule for this study

3. Table. 4.1. The design recommendations for Inclusive Design 4. Table.4.2. Inclusive Smart Design Options for multi-sensory environments

5. Table 10.1. Criteria to check for compliance in a sensory design

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LIST OF FIGURES

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Fig.3.1. The 4Ws Concept to define the research functions Fig.3.2. The Magic Equation: One-Dimensional Matrix Fig.3.3. The 2.5 Diamond method for this quasi-experimental research Fig. 4.1. Prevalence of intellectual disabilities among rural and urban children in India (Source: NCBI 2017) Fig. 4.2. Mapping the concepts in various existing guidelines Fig. 4.3. User Diversity as a means to upscale universal design (Source: Centre for Excellence in Universal Design, UK) Fig. 4.4. Micro-domains of universal accessibility in the built environment Fig. 4.5. (a) Le Corbusier’s Villa Savoye, France (b) Eye Tracking people with normal vision (c) Eye Tracking people with Autism Spectrum Disorder Fig. 4.6. Multisensory experience with user perception, Interpreted from Ernst, M. O., & Bülthoff, H. H. (2004) Fig. 4.7. Adjacency Diagram showing layering of various sensory experiences Fig. 4.8. Typical multi-sensory room and its functions Fig. 4.9. The hierarchy of vertical planning of sensory spaces Fig. 4.10. The distribution of neural controls in sensory spaces Fig. 4.11. Mohawk College's Multi-Sensory Lab, Canada (Scale: Room) Fig. 4.12. Sensory Integration Therapy Centre, Brooklyn (Scale: Building) Fig. 4.13. Sectional View of the Sensory Integration Therapy Centre, Brooklyn Fig. 4.14. Features of the Sensory Integration Therapy Centre, Brooklyn Fig. 4.15. Inclusive Design as graphically compared to Segregated and Integrative Design.

Fig. 4.16. Various Stimulus Levels and their respective transition zones Fig. 4.17. Provision for Sensory spaces in Special Educational Spaces and Campuses Fig. 4.18. Independent living challenges faced by the Intellectually disabled Fig. 4.19. Residential types and their level of support services (Source: Advanced Full Spectrum Housing) Fig. 4.20. Layout of the Respite Centre, Nottingham Regional Society for Adults and Children with Autism, UK (Source: GA Architects) Fig. 4.21. Views of the Sweetwater Spectrum Supported Living Sonoma, CA Fig. 4.22. Residential Layout of the Sweetwater Spectrum Supported Living Sonoma, CA Fig. 4.23. Community Center Layout of the Sweetwater Spectrum Supported Living Sonoma, CA (Source: Stacy Architects) Fig. 4.24. Site Plan and Section of the Sweetwater Spectrum Supported Living Sonoma, CA (Source: Stacy Architects) Fig. 4.25. Inferences and Conclusive Diagrams Sweetwater Spectrum Supported Living Sonoma Fig. 4.26. Neurodivergent Single Housing-01 for Independent adults with Autism (Source: Glen Lochen Architects) Fig. 4.27. Neurodivergent Family Housing-02 for Independent adults with Autism (Source: Glen Lochen Architects) Fig. 4.28. Neurodivergent Family Housing-03 for Dependent adults with Autism (Source: Glen Lochen Architects)

33.

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Fig. 4.29. Concepts in Neurodivergent Work Place (Compiled from report on Neurodivergency friendly workplace, HoK Architects) Fig. 4.30. WPP’s office at 3 World Trade Centre in New York (Source: HoK Neurodivergency report)

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Fig. 5.1. Design criteria for designing a multi-sensory prototype Fig. 5.2. Cocoon and the Auxiliary Interventions Fig. 5.3. The interior design elements of the sensory cocoon Fig. 5.4. Graph depicting the number of users against each sensory element Fig. 5.5. Materials used and Log Sheet compiled for 60 days

42. Fig. 6.1. Interfaces of sensory Deprivation 43. Fig. 6.2. Diagram representing the various aspects of Sensory Design 44. Joy Monice Malnar and Frank Vodvarka, Ranges of the Senses, from Sensory Design, University of Minnesota Press; 2004 45. Fig. 6.3. Sensory User experience Mapping 46. Fig. 6.4. Airport to airport 47. (Source: Abouebeid, sara. (2019). Inclusive design of urban spaces: deaf and blind urbanism through spatial and multi-sensory design) 48. Fig. 6.5. Sound walk, Sonic fields 49. Fig. 6.6. Smellscape, Amsterdam 50. (Source: Bernardo Fleming Olfactive Design Studio) 51. Fig. 6.7. Hospital Corridor Smellscape 52. (Source: Sensing and Modern Health/care Environments network, UK) 53. Fig. 6.8. Behaviour Customization Method 54. Fig. 6.9. Framework for Scenario Based Testing, Autodesk 55. Fig. 6.10. Simulating User Scenarios in Hospitals Using Multi-Agent Narratives 56. (Source: Journal of Building Performance Simulation) 57. Fig. 6.11. System used for Scenario based testing 58. Fig. 6.12. Hierarchical interaction between Scheduler, Narratives and User groups 59. Fig. 6.13. The variables that determine the characteristics of the Sensory User Scenarios 60. Fig. 6.14. Crowd Simulation Analysis 61. Fig. 7.1. Possible Digital options for the Architectural Expression and Review 62. Fig. 7.2. Simple diagram depicting the virtual feedback loop 63. Fig. 9.1. Selected responses from Survey-01 64. Fig. 9.2. Selected responses from Survey-02 65. Fig. 9.3. Simulation Percentage as per building typology 66.

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Fig. 10.1. Golden Ratio of the Social Innovation Strategies Fig. 10.2. Images of existing structures in the site Fig. 10.2. Site layout depicting the boundary and zones Fig. 10.3. Gear system integrating the aspects of the existing neighborhood and introducing design interventions for addressing sensory needs.

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LIST OF SYMBOLS, ABBREVIATIONS

1.

2.

3.

4.

ID – Intellectual Disability MSE – Multisensory Environment Sq. m. – Square meters Sq. ft. – Square feet

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CHAPTER 1

INTRODUCTION

The idea of universal accessibility is questionable when it comes to the disabilities that are not just physical. We are oriented towards considering built spaces for the mind in equilibrium. But very limited evidence is available about the effectiveness of multisensory environments or ‘how to design multisensory environments for discrete sensory needs’ (Essary 2020).

1.1.

GENERAL For over 20 years MSEs are being experimented and studied but are used in an ad hoc manner using an eclectic range of equipment (Miller 2001). There was no clear-cut design intervention in providing standards or codes for modern day architectural practice. The existing elements of MSE are therefore still being revised and reconsidered for experimentations. The structured state of existence is the micro level projects or ‘pockets within an existing building’.

1.2.

NEED FOR THE STUDY

The possible need for research can be identified as follows: • Accommodating sensory needs in existing built structures.

• The embracement of digital technology in the current design criteria.

• Visualize truly universally accessible spaces: including the users who have intellectual disability.

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1.3.

OBJECTIVES OF THE STUDY The objectives of the study are as follows: • Derive design considerations for sensory needs.

• Formulate the architectural input for digital enhancement of sensory spaces based on process-based and scenario-based design.

• Create the workflow for developmental research in seamless integration of M.S.E in existing buildings.

1.4.

FEASIBILITY The context of this research is limited to a specific user group. The survey data is derived from a limited focus group. There is no technical intervention involved in existing buildings. All digital components are produced by relevant manufacturers; hence the study is feasible in terms of observing trends and analyses.

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CHAPTER 2

RESEARCH ORIENTATION

No instructive standards or codes are available to be applied in the design process although precedent researches have established the sensory parameters and their comparative features. This needs to be applicable even to existing structures without structural changes, which is not significantly possible if not for digital intervention. Hence, there is a chance to improvise the unplanned design criteria of “sensory needs”.

2.1.

OPERATIONAL DEFINITIONS 2.1.1. Multisensory Environment (MSE) A Multisensory Environment is a dedicated space or room where sensory stimulation can be controlled (intensified or reduced), presented in isolation or combination, packaged for active or passive interaction, and matched to fit the perceived motivation, interests, leisure, relaxation, therapeutic and/or educational needs of the user.

2.1.2. Sensory Room A sensory room is a space designed to help an individual with sensory issues learn to regulate their brain’s negative reactions to external stimuli by developing coping skills for these experiences. In some cases, it may be a whole room, or it can simply be a space set aside in a corner of a larger room.

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2.1.3. Conditioned Spaces An enclosed space within a building where there is an intentional control of the thermal conditions within certain defined limits using natural, electrical, or mechanical means which can be categorized into either active or passive.

2.1.4. Autism “Autism is a severe disorder of communication, socialization and flexibility in thinking and behaviour, which involves a different way of processing information and of seeing the world.” (Jordan, R. 1999) The essential characteristics of this intellectual disorder are the presence of an abnormal development in the following areas: • Communication: Difficult or inexistent verbal communication. Difficulties in non-verbal communication.

• Socialization: Severe difficulties in interpersonal relationship.

• Imagination: There is a lack of imagination characterized by uncommon and repetitive game play.

2.2.

RESEARCH PROBLEM In the modern ages, we forget the various disabilities that are a part of the human race. There are a lot of challenges for the intellectually disabled even in today's digital age. How is it possible to enhance their wellbeing through appropriate architectural interventions? And to what extent is this better than the conventional building experiences?

2.3.

PRECEDENT RESEARCH ANALYSIS Research has been executed in the digital fabrication of multi-sensory environment. Various architectural products are in the market that can be used in buildings to enhance the experience of special users' group.

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The study of precedent research papers has helped in deriving a structures research methodology. The case studies mentioned appropriately have provided solid proof in terms of post-occupancy evaluation that sensory buildings are improvising the lives of the special users' group.

2.4.

HYPOTHESIS The multisensory environment can be improvised to accommodate wider range of users with the interference of digital fabrication and customization. Sensory needs can be addressed in existing buildings by following a parametric analysis and process-based design.

2.5.

POSSIBLE ANTIHYPOTHESES • The unavailability of regular building standards and codes can be perceived as a positive space for creativity and diversity.

• There must be alternatives to digital interventions, such as vernacular and nature-induced techniques (Zen gardens and olfactory elements) which can be embedded into buildings for inducing a sensory dynamism.

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CHAPTER 3

RESEARCH PROTOCOL

The predecessor research methods were expansively based on fabrication of sensory elements in existing buildings, collecting experimental data and survey.

Drawing the strengths of the various methods in proportion, the quasi-experimental approach is adopted for this research.

3.1.

THE RESEARCH FUNCTIONS The aim was strategizing the process-based design solutions by implementing feasible elemental design goals. There was an easy understanding of the research functions by breaking down the ideas into ‘what, where, how and when’ (Fig.3.1.)

Fig.3.1. The 4Ws Concept to define the research functions

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The research functions are identified as mentioned in the Table 3.1.

Research functions Why

Reasoning

What

It is nearly impossible to reconsider all of our built spaces in accordance to the special sensory needs. But microenvironments are a new way of providing built solution.

Where

The normal conditions for the ones in autistic spectrum are of enhanced sensory needs. Typologies of application are hospices and schools that are dedicated for them.

When

Various environmental factors and lifestyle changes have made it customary that individuality is essential. The next step is to introduce design requirements for the independent survival of the intellectually disabled.

More than one million people in India suffer from chronic developmental disorders such as autism spectrum disorder (ASD)

Table.3.1. The reasoning for the research functions

3.2.

ONE-DIMENSIONAL MATRIX A One-Dimensional Matrix (Fig.3.2) was derived as per the understanding of the research functions as mentioned in Table 3.1.

This process helped to understand the orientation for this research. The end process was specified to focus on the following objectives: • Design architectural VR prototypes for sensory enhancement based on the identified sensory parameters.

• Deduce the feedback loops for evaluation-based design process.

• Introduce process-based design criteria for enabling user friendly design for the Intellectually Disabled.

• Compare case studies of existing buildings so as to derive a set of ideals and must avoid situations relating to life-safety codes.

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INTEREST ASPECT • Equal access • Equity in architecture • Sensory Equilibrium

COMPARTMENTAL IDEAS • Universal Access • Microenvironment • Multi sensory needs

BUILDING TYPOLOGY • Hospice • Schools • Special care centers • Sensory Pods

USER GROUP

People with intellectual disability

Fig.3.2. The Magic Equation: One-Dimensional Matrix

3.3.

SCOPE OF RESEARCH • Study of parameters of Sensory needs • Design a building envelope catering to sensory needs.

• Formulating Design Code for Universal Accessibility and seamless integration of MSE with conventional built spaces.

3.4.

RESEARCH METHODOLOGY The approach to this quantitative research is based on comparative data consolidated based on the focus group and normal users of the conventional buildings. This research establishes cause-effect relationships among the variables. It can be experimental if not for the limited control of variables, hence concluded to be of the “Quasi-Experimental approach”.

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The method constitutes of four levels (Fig.3.3), and functions as an addition-based hybrid deviation from the conventional Two-Diamond method and the update edition: Three-diamond approach.

Fig.3.3. The 2.5 Diamond method for this quasi-experimental research

At the Pre-thesis level, two and a half of these levels can be completed, i.e., from discovery to evaluation. The later phase is reserved for the succeeding thesis for a holistic approach.

3.5.

RESEARCH TOOLS The tools used in this research are categorized into either study tools or design tools. The study tools are limited to literature and survey-based context while the design tools are focussed towards the prototyping and thesis point of view.

3.5.1.

• • • •

STUDY TOOLS: On-Site Observation (CADDRE Autism School, Trivandrum) Interviews and Sample Survey Multi-Sensory Environment Video Recordings Feedback Analysis

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• Understanding Personas with sensory needs • Case Studies based on the following: A. Scale: Mobile Pod, Room, Building, Urban B. Typology: Housing, Institutional, Recreational Case studies are limited to studying the following factors: • Design principles for sensory needs.

• Life safety code compliance for the Intellectually Disabled.

• POE documentation • Sensory Prototype and design process • Tuning capacity and accessibility

3.5.2. DESIGN TOOLS: • Design prototyping (VR) • Iterations for the prototype via Rhino/Grasshopper

3.6.

CONTEXT • The locative context for the developmental research is within India.

• The design context is derived from precedent data.

3.7.

LIMITATIONS • The research relies on the precedingly analysed data for Covariance sample for conditions in existing buildings for the same parameters.

• Lack of extensive in-situ experimentation.

• VR prototyping may be cumbersome for some users to provide the valid feedback due to incongruence with bodily senses.

3.8.

DISSEMINATION This research needs the supports of various organizations and individuals who believe in the cause of providing better adaptability for the intellectually disabled, in a way that there is equity in accessibility and clarity in the utility of digital interfaces

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for the design and operation of Multi-sensory environment. Hence with the interference from a research organization or benefactor, the goal of enhancing the lives of people in the spectrum can be achieved at the respective levels.

3.9.

PRE-THESIS WORK SCHEDULE

REVIEW-01

Considering non-repetitive topics (for 5 years) – shortlisting Topics Study and orientation

PROPOSITION

Topic Selection Presentation Synopsis and Research Method REVIEW-02

Case studies – Literature, Live Code compliance and suggestions

PROTOTYPE

In-Depth Study & Analysis Data Analysis for Survey REVIEW-03

Feedback evaluation and Comparison Conclusion Research Outcome/ Report Draft

Table.3.2. Pre-thesis work schedule for this study

EVALUATION

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CHAPTER 4

DISCOVERATION

4.1.

UNIVERSAL DESIGN STANDARDS

The first step toward removing accessibility barriers for people with intellectual disabilities is reducing the stigma that prevents recognizing these individuals as a population with bonafide accessibility rights. We can foster an environment that embraces equal rights legislation, where people with intellectual disabilities can actively participate in society with maximum independence, privacy, and dignity (Yalon-Chamovitz 2009). India has the world's largest children population who are at higher risk of developmental disabilities. India is also following its prescriptive types of various building standards for the creation of physical environment for people with disabilities which are based on western models instead of researchbased standards to serve Indian needs. These standards lack contextual connect which reflects in its application in the urban and rural environment (Fig.4.1).

Fig. 4.1. Prevalence of intellectual disabilities among rural and urban children in India (Source: NCBI 2017)

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4.1.1. EXISTING GUIDELINES

Fig. 4.2. Mapping the concepts in various existing guidelines

The various guidelines for universal design formulated by various authors have sometimes contrastingly significant ideas that led to the discovery of simulated sensory spaces which can be safe, controlled, predictable and flexible (Fig. 4.2)

4.1.2. USER GROUP CONSIDERATIONS

Creating accessible solutions for people with intellectual disabilities relies on the integrated consideration of pace, complexity, and literacy accommodations (see Figure 1). By acknowledging the rights of people with intellectual disabilities to receive not only health care, education, occupational support, transportation, and leisure services but access to clinics and hospitals, schools, factories and offices, shopping centres, banks, stores, sports facilities, and numerous other sites in an equal, respectable, independent, and safe manner, we are not only updating the typologies for them, but for the whole of user groups. As evident in Fig. 4.3, accessibility and usability are directly proportional to the user diversity indicating that a greater number of users are covered through universal design no matter which single group is targeted.

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Fig. 4.3. User Diversity as a means to upscale universal design (Source: Centre for Excellence in Universal Design, UK)

4.1.3. BUILT ENVIRONMENT VARIABLES

4.1.3.1.

MACRO DOMAINS

In physical terms, the provision of a barrier-free environment can be undertaken in four complementary domains: (a) Inside buildings; (b) In the immediate vicinity of buildings; (c) On local roads and paths; (d) In open spaces and recreational areas.

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4.1.3.2.

MICRO DOMAINS

The micro domains (Fig. 4.4) of interest in the anthropological context of accessing the interiors of the built environment in terms of: (a) Horizontal Circulation; (b) Vertical Circulation; (c) Furniture and fixtures; (d) the reach range of the fixtures.

Fig. 4.4. Micro-domains of universal accessibility in the built environment

4.1.4. DESIGN RECOMMENDATIONS The design standards from the National Life Safety Code (NFPA 101), American Disability Act Guidelines and Universal Design Codes by the Centre of Excellence in Universal Design, UK have been summarised to create a cohesive recommendation checklist (Table 4.1).

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DIMENSION

RECOMMENDATIONS

General

Use Multiple methods to understand group needs (ethnography) Focus on flexibility over “getting it right” Provide ornamentation in selected locations only.

Spatial Configuration

Provide more floor area than typical.

Do not create large spaces for small group or individual work.

Anticipate layout of furnishings to reinforce the intended occupation.

Create a strategy for wayfinding the landmarks.

Acoustics

Identify and validate best practices for background noise level and reverberation time.

Limit sound transmission from outdoors and adjacent spaces.

Provide biophilic soundscapes in selected spaces.

Identify and remove noise sources, especially those with tonal dominance or intermittent occurrence.

Lighting

Provide sufficient daylight and artificial light for health benefits.

Provide lighting controls.

Use natural, low saturation colours to avoid large areas of intense colour.

Adjust lighting at night to minimize interference with circadian rhythm.

Provide dimmers for each lighting area, based on task.

Conceal lamps for direct view and set limits for luminance contrast.

Thermal Comfort

Provide ceiling fans and operable windows.

Vary temperature set points for transient collaborative spaces.

Limit expansive areas of glass.

Provide thermostats for occupant control.

Table. 4.1. The design recommendations for Inclusive Design

and

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Materials

Identify materials to be avoided in the space such as heavy metals and halogenated flame retardants.

Avoid PVC, especially in flooring materials.

Air Quality

Provide 40 cubic feet per minute of ventilation air to each occupant. Monitor outdoor ozone and PM2.5, especially in urban settings.

Provide UVGI and activated carbon filters. Use MERV13 filters.

Isolate contaminant sources, such as xerox machines.

Avoid air fresheners, toxic cleaners and fragrant hygiene products.

Provide separated spaces for food preparation and consumption.

Safety

Design appropriate risk and eliminate hazards.

Anchor large, unstable items and avoid sharp corners.

Limit hot water temperatures.

Table. 4.1.(Continued) The design recommendations for Inclusive Design

4.1.5. ARCHITECTURAL BIAS Recent advances in neuroscience point to another important factor: one reason modern architecture looked so different than past constructions were because its key 20th century founders literally didn’t see the world in a “typical” fashion. They couldn’t. Their brains had been either physically altered by the trauma of war or, like Le Corbusier, they had a genetic brain disorder.

“For all his genius, Le Corbusier remained completely insensitive to certain aspects of human existence” -Weber

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(a)

(b)

(c)

Fig. 4.5. (a) Le Corbusier’s Villa Savoye, France (b) Eye Tracking people with normal vision (c) Eye Tracking people with Autism Spectrum Disorder

In recent years, several authors and physicians have described the father of modernism, Le Corbusier (1887-1965), the Swiss-French architect, as autistic. Writers, such as the critic and psychiatrist Anthony Daniels, and the biographer Nicholas Fox Weber, have come to the conclusion that the Swiss-French architect met the diagnostic criteria for Autism Spectrum Disorder (ASD). They’ve chronicled his impaired social communications, repetitive behaviours, abnormal fixations (including a fascination with concrete), and apparent absence of interest in others (Ann Sussman 2017).

It is also revealing to consider how the detachment people often feel around modern buildings and urban settings closely mirrors the disconnect people with PTSD and ASD often have towards others. It all makes a great deal of sense once you think

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about it: people who are relationally compromised can’t come up with an architecture that promotes relationships.

The key idea was it reduce the hyperarousal and visual overload that was familiar to the typical brain, as considering the example of Villa Savoye (Fig. 4.5) where there is a clear monotonous rigidity that kind of indirectly cuts out the corners to create more emphasis on the visual context.

4.2.

THE MULTISENSORY EXPERIENCE

Fig. 4.6. Multisensory experience with user perception Interpreted from Ernst, M. O., & Bülthoff, H. H. (2004)

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Sensorial experiences are based on the user perception – action loop with respect to the sensation resulting from the stimulus in the environment (Fig. 4.6). An environmental event causes stimulus (e.g. an image and a sound). Then this information is received through the senses, which are the receptors (e.g. vision and hearing). Then it converges into a multisensory neuron, which allows the integration of the different pieces of information to occur. Convergence is understood as the moment when information from different modalities meets (Godoy Cortés 2018).

After the multisensory processing, perception occurs unleashing a specific behaviour or recording a specific memory. The driving force behind the sensory experiences are the various stimuli from the environment which can be grouped as layers to be identified in the design experience (Fig. 4.7).

Fig. 4.7. Adjacency Diagram showing layering of various sensory experiences

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4.2.1. MULTI-SENSORY ENVIRONMENT A Multi-Sensory Environment is a dedicated space or room where sensory stimulation can be controlled (intensified or reduced), presented in isolation or combination, packaged for active or passive interaction (See Fig. 4.8). The world is full of sensory stimuli. Some individuals are not able to respond appropriately to these stimuli, others have lost skills due to accident or illness. For these individuals the world may be a confusing and frightening place, full of over- or under-stimulation.

RELAXATION

STIMULATION

Fig. 4.8. Typical multi-sensory room and its functions

DEVELOPMENT

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4.2.2. PLANNING OF SENSORY SPACES

The proportion of the sensory spaces are very much limited within a building. The configuration varies horizontally and vertically depending on the functions (Fig. 4.9).

It is aimed to create more sensory spaces at the lowest floor where the accessibility is maximum. Where as in upper floors the neuro-typical spaces are dominating so as to provide less scope for sensory therapy. It is believed that this system is evident in most of the buildings that incorporate multi-sensory planning.

Fig. 4.9. The hierarchy of vertical planning of sensory spaces

However, the neural representation of the spaces depends on the neural multisensory processing interactions. This is mainly governed by the place cell firing and grid cell firing (Fig. 4.10). This was studied in a conceptual museum environment based on the evidence provided in neurological sciences by Fiona Zisch, Stephen Gage, and Hugo Spiers.

The specific location in the environment where a place cell fires is known as its place field, and this field is different for each cell. Each location in every environment is therefore represented by a unique combination of place fields. Each step of your journey to work, each place in your house, indeed every location in the world you have ever encountered is represented in your brain by the unique combination of place cells active.

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Fig. 4.10. The distribution of neural controls in sensory spaces

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4.2.3. LAYOUT FOR SENSORY SPACES The multisensory spaces are usually fitted into existing rooms. The technical provisions depend on the age group of the users and the stimuli aimed to provide in therapy. The MSEs or Snoezelen room layout can be typically repeated for various scale of intervention.

Fig. 4.11. Mohawk College's Multi-Sensory Lab, Canada (Scale: Room)

The layout practically involves in the placement of the sensory niches considering the availability of area requirements and sensory balance. The diversity in sensory niches depends on the net area available for intervention.

The layout of the Mohawk Multisensory Lab (Fig. 4.11) is 17.8 sq. m.

(192 sq. ft.) while that of the Sensory Integration Therapy Centre, Brooklyn (Fig. 4.12) is 431.5 sq. m. (4644 sq. ft.).

The pre-requisite was the same for both the cases, hence the flexibility and expansive nature of the multisensory spaces is evident. The key idea to introduce sensory simulation by means of kinaesthetic interactions, visual contrasts and virtual vibrance remains the same across all spaces.

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(a) Green Roof/ Sensory Garden Plan

(b) Second Floor Plan

(c) First Floor Plan Fig. 4.12. Sensory Integration Therapy Centre, Brooklyn (Scale: Building)

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Fig. 4.13. Sectional View of the Sensory Integration Therapy Centre, Brooklyn

(a) Touch Wall and Interactive Light Panel Elevation

(b) Calm Room booths Elevation

Fig. 4.14. Features of the Sensory Integration Therapy Centre, Brooklyn

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4.3.

POTENTIAL FOR SENSORY NEEDS

The scale wise classification of multi-sensory spaces is characteristically divergent, but when it comes to more practically integrating these spaces with existing typologies such as classrooms, housing, offices, etc., the possible transition zones need to be identified and designed accordingly. The primary step is to identify the type of user groups and carefully try to accommodate their needs. Thus, implying an inclusive design rather than segregated or integrated functions (Fig. 4.15).

Fig. 4.15. Inclusive Design as graphically compared to Segregated and Integrative Design.

4.3.1. SENSORIAL BUILDING TYPOLOGIES The improvisation of schools (See Appendix 2), healthcare facilities, housing, museums and other entertainment complexes based on the sensorial needs is vital to create a wholistic universally accessible urban system.

Each of the systems have three different stimulus levels as depicted in the Fig. 4.16.

Fig. 4.16. Various Stimulus Levels and their respective transition zones

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1

2

3

4

5

6 Fig. 4.17. Provision for Sensory spaces in Special Educational Spaces and Campuses

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4.3.2. HOUSING COMMUNITIES The individuals with Intellectual Disability are prone to hazards and face difficulties to live on their own. The Advanced Full Spectrum Housing by Ahrentzen and Steele focus on designing spaces that are best suitable for people with Autism and other intellectual disabilities to permit individuality and self-reliability. They have established an ideal protocol to begin this type of design by listing down the various activities in the life of the users and the challenges that they might face (Fig 4.18).

Fig. 4.18. Independent living challenges faced by the Intellectually disabled

Fig. 4.19. Residential types and their level of support services (Source: Advanced Full Spectrum Housing)

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4.3.2.1.

CASE STUDY A: RESPITE CENTRE, UK

Fig. 4.20. Layout of the Respite Centre, Nottingham Regional Society for Adults and Children with Autism, UK (Source: GA Architects)

KEY FEATURES: ▪ ▪ ▪ ▪

New group home for 6 young adults with autism 6 Bedrooms with In-suite bathrooms Common Sensory Room Shared living, kitchen, dining Staff facilities

INFERENCES: WAY FINDING Clear geography Colour coding Curved walls

CIRCULATION No corridors Eliminate 'running opportunities' Spaces for socialising Spaces for being alone Consider proxemics and space requirements

CALM AND SIMPLE SPACES Good acoustics No confusing textures

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4.3.2.2.

CASE STUDY B: HOUSING COMMUNITY, SONOMA

(b) Exterior socializing

(a) Bicycle Tracks

Niches

(c) Community Hall

(d) Interior Alone time spaces

Niches Niches Fig. 4.21. Views of the Sweetwater Spectrum Supported Living Sonoma, CA

KEY FEATURES: ▪ Community for 16 adults with autism ▪ Four 3250 square-foot homes each with 4 BR and in-suite baths, shared kitchen, dining, & living ▪ On-site land steward and staff-in residence ▪ Activity centre with teaching kitchen, arts & music room, exercise studio, therapy pool 1.25-acre orchards, organic gardens & greenhouses – bring together residents + local volunteers ▪ Design maximizes choice ▪ Access to Sonoma town centre

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Fig. 4.22. Residential Layout of the Sweetwater Spectrum Supported Living Sonoma, CA

Fig. 4.23. Community Center Layout of the Sweetwater Spectrum Supported Living Sonoma, CA (Source: Stacy Architects)

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Fig. 4.24. Site Plan and Section of the Sweetwater Spectrum Supported Living Sonoma, CA (Source: Stacy Architects)

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Fig. 4.25. Inferences and Conclusive Diagrams Sweetwater Spectrum Supported Living Sonoma

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4.3.2.3.

CASE STUDY C: NEURODIVERGENT HOUSING, GERMANY

Fig. 4.26. Neurodivergent Single Housing-01 for Independent adults with Autism (Source: Glen Lochen Architects)

The neurodivergent housing system enable the user to access a thematic multisensory space along with limited social spaces. This enhance the overall quality of life for the people with Intellectual Disability and creates an interactive and vibrant culture within the community. The first housing type is the one for independent adults with Autism, providing them the necessary alone time spaces and enhancing sensorial interactions.

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Fig. 4.27. Neurodivergent Family Housing-02 for Independent adults with Autism (Source: Glen Lochen Architects)

The second type consists of a shared space with the multisensory environment and is accessible to the cluster of 4 families where one or more members have Autism. This not only provides spaces for socialising but is inclusive of all the family members making the community a socially self-sufficient environment.

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Fig. 4.28. Neurodivergent Family Housing-03 for Dependent adults with Autism (Source: Glen Lochen Architects)

The third category of housing as provided by the Lochen Architects, is suitable for people with Autism who depend on someone for their needs constantly. This can be limited to complete physical disability or even inability to take decisions despite the flexibility or predictability. The provision for healthcare and therapy in-house makes it a vital choice for individuals who are facing difficulties in conventional environments.

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The simulated work space environments can be envisioned with following features as mentioned in Fig. 4.26.

Fig. 4.29. Concepts in Neurodivergent Work Place (Compiled from report on Neurodivergency friendly workplace, HoK Architects)

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Fig. 4.30. WPP’s office at 3 World Trade Centre in New York (Source: HoK Neurodivergency report)

In WPP’s office at 3 World Trade Centre in New York (Fig. 4.27), vibrant pops of colour, pattern, playful artistic elements and varied lighting schemes create a stimulating, energized space in a location occupant can elect to experience or avoid.

This case study emerges as the ultimate amalgamation of various building typologies such as residential, offices and healthcare under the umbrella of multisensory concepts that are implemented at various levels of the interior and exterior built environment.

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4.4.

INCLUSIVE SMART DESIGN The possible digital interferences of multisensory spaces are enlisted in the following Table 4.2.

SMART DESIGN

FUNCTION

SCOPE

Medical Rehabilitation Virtual Reality

Therapy, Education

Fit for retrofitting the existing conventional buildings

Cave Automatic Virtual Environment

Education, Experimentations

Enhancing the simulations and observation opportunities

Sensory Pods

Relaxation, Individuality

Pioneer micro-environments

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Smart Homes

Automated controls and simulations Safety

Independent living and enhanced quality of life for people with Intellectual Disability

Smart Lighting Options

Control the dimming Access coloured lighting preferences

Application in public spaces for user-friendly customizations

CLASSROOM LIGHTING SIMULATION SCHOOL P35 QUEENS HUBBEL DESIGNS

Prefabricated design tool kits

Sensory Experience

Landscape details Interior niches

Table.4.2 (continued). Inclusive Smart Design Options for multi-sensory environments

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CHAPTER 5

IDEATION

5.1. CASE STUDY FOR PROTOTYPE 5.1.1. PROTOTYPE DESIGN The foundational data for research in prototyping the multi-sensory environment was established by HoK architects in their project ‘Sensory Cocoon’ for a school.

The process-based design began with harnessing the design criteria and prerequisites (Fig.5.1).

Fig. 5.1. Design criteria for designing a multi-sensory prototype

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A mixed-methods approach was taken to the research using lit reviews, surveys, focus groups and sensor data. A combination of rapid prototyping and simulation techniques were used for the design and fabrication. The final Sensory Hub was a demountable prototype designed in three zones.

In addition to the three main zones of the Hub, there were a variety or floating interventions, including the access points to the Hub and a few interventions that were added later by the school. There are two access points for entering and exiting the Hub, one for easy, unobstructed, or 'open transition' and the other provides a tactile transition via the installed artifact named by the students the 'car wash.'

Fig. 5.2. Cocoon and the Auxiliary Interventions

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Fig. 5.3. The interior design elements of the sensory cocoon

All interior design elements were designed with specific sensory affordances— allowing students with hypo or hyper sensitivity a range of choices. Sensory affordance is particularly relevant for individuals with neuro-atypical sensory processing.

Sensory affordance was hypothesized in three levels: • Unimodal sensory affordance: The artifacts/object/place was focused primarily on one sensory modality.

• Multimodal sensory affordance: The artifact was intended to engage two or more sensory modalities.

• Cross-modal sensory affordance: The artifact/object/place was designed such that when one sense was engaged, it changed the effect on another sense.

Each intervention was selected to provide specific sensory affordances, including touch, visual, kinetic, and acoustic. These sensory affordances are categorized as primary and secondary for each intervention, indicating design intention and actual utilization within the Hub.

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5.1.2. DATA ANALYSIS Data collection was based on the number of users who preferred certain sensory elements. This is consolidated in the below Fig. 5.4.

Fig. 5.4. Graph depicting the number of users against each sensory element

The most used sensory interventions overall were the bean bag and weighted blanket, the Cocoon with tensile fabric and media wall, and the fidget wall that included Aquadoodle, fan, and small bags filled with different grains. Sensory

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intervention usage varied by ASD vs. non-ASD students and by scheduled and unscheduled visits (See Appendix 1).

Fig. 5.5. Materials used and Log Sheet compiled for 60 days

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The overall structure uses a modular aluminium framing system as illustrated in Fig.5.5.

The cocoon reflected the prospect-and-refuge theory (Appleton, 1975) and was designed computationally with 3Dprinted nodes. The cocoon design will be opensource for public soon. A tensile-fabric seating was installed inside the cocoon. Located within a classroom without full separation from it, acoustic design was challenging to better accommodate hypersensitivity to sound. Sound baffles and sound absorptive materials were actively used. Acoustic simulations aided sound baffle design and location selection.

5.1.3. FINDINGS • There was large variability in how students used the Hub, which suggests the need for a personalized approach—a one-size-fits-one.

Sensory wellbeing is a core mandate for all built environments. The evolution of the Cocoon indicates that it can be installed into a range of environments. The Cocoon with a newly prototyped structure and an independent tensile fabric structure was displayed at SXSW EDU Playground, hence indicating flexibility and predictability.

5.1.4. DERIVATIVE A tool to use insights from sensory profiles and Hub and sensory intervention usage to create Place RX—a prescription for each student that can help their caregivers seek and/or create similar affordances in any existing building.

Fig. 5.6. Derivatives of the Cocoon and the Nodes

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CHAPTER 6

PROCESS BASED APPROACH FOR INCLUSIVITY

6.1. IMPACT OF SENSORY DEPRIVIATION

Intellectual/Sensory Disability involves problems with general mental abilities that affect functioning in two areas: •

Intellectual functioning (such as learning, problem solving, judgement)

•

Adaptive functioning (activities of daily life such as communication and independent living).

Hence it is important to identify the challenges of sensory design in built environment.

Fig. 6.1. Interfaces of sensory Deprivation

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6.2. SENSORY DESIGN Architects, while designing spaces for the intellectually challenged, predominantly associate challenges with pre-stated accessibility norms which in turn creates a hindrance to their imagination. If architects opt for an architectural approach that is highly conscious of all the senses, they will end up reaching beyond the visual appearances of a building (Ocular Centrism). In architectural design, the building elements that define space indeed are conceived as separate elements; they are often made of different materials and constructed by different contractors at the site.

Boundaries such as these in space that are often taken for granted are questioned from the perspective of disabled people. On the other hand, their perspective reveals a whole world of untapped spatial boundaries that are never even thought of while designing. They are the experts of their own disability and they have their own specific ways of experiencing space.

I

Fig. 6.2. Diagram representing the various aspects of Sensory Design Joy Monice Malnar and Frank Vodvarka, Ranges of the Senses, from Sensory Design, University of Minnesota Press; 2004

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6.3. USER EXPERIENCE MAPPING

The various steps involved in Sensory experience mapping can be depicted as in Fig. 6.3:

PERSONAS

PARAMETERS

VARIABLES

INTENSITY

MAP

Identify the Users

State the sensory and behavioural parameter studied

Deduce the dependent and independent variables to be evaluated

Measure the magnitude or intensity with a defined unit

Jot the elements on the cartographic map

Fig. 6.3. Sensory User experience Mapping

6.3.1. TRAVEL EXPERIENCE MAPPING

Fig. 6.4. Airport to airport (Source: Abouebeid, sara. (2019). Inclusive design of urban spaces: deaf and blind urbanism through spatial and multi-sensory design)

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6.3.2. ACOUSTIC EXPERIENCE MAPPING Sound Walk, Sonic Fields The sound walk was conducted by 3 subjects in the Hoodle Grid, Melbourne. The observations were recorded as recollected statements as described by the blind-folded subjects. It is conclusive that each subject went through different absorptions of the sound around them but the overall landmark identification through sounds was commonly described.

Fig. 6.5. Sound walk, Sonic fields

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6.3.3. OLFACTORY EXPERIENCE MAPPING

Fig. 6.6. Smellscape, Amsterdam (Source: Bernardo Fleming Olfactive Design Studio)

“Polyrhythmias of the Smellwalk”, comprises superposition of individual smellwalk sequences to create a composite animation and an alternative format for communication of an aggregated smellscape. As each of the encountered smells dissipates and disappears, its source remains as a reminder of the original source, an indicator of the path taken and the potential for a re-encounter at another time. Over 650 smells were detected by 44 people undertaking 10 smellwalks over a period of 4 days in April 2013.

Based on written descriptions from the smellwalkers, 50 broad categories were identified. Both frequently-mentioned and curious smells feature on the map.

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Fig. 6.7. Hospital Corridor Smellscape (Source: Sensing and Modern Health/care Environments network, UK)

Every hospital has a particular smell, much like every city these smellscapes comprise a specific combination of odours. The Fig. 6.6 explores how the NHS hospital might be conceived and understood through its smellscape alone. Interactions of people, cleaning equipment and residual food and drink make for a contingent, intense and pervasive smellscape.

6.4. BEHAVIOUR CUSTOMIZATION METHOD

This method was used to reduce the energy consumption in a building by simulating the individual occupants based on the combination of personas and activity scheduling.

Similarly, Behaviour customization can be used by architects to study the various activities to create more useful spaces (Fig. 6.7).

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PERSONAS DESCRIPTIONS OF FICTIONAL INDIVIDUALS USED IN THE FIELD OF HUMAN-COMPUTER INTERACTION



ARCHITECTURAL BEHAVIOUR CUSTOMIZATION SCHEDULED NARRATIVES (OCCUPANT SCHEDULE) USED IN THE MODIFICATION OF USER INTERACTIONS AND ACTIVITES

 EFFICIENT USAGES OF SPACES CAN EITHER INCREASE OR DECREASE THE PARAMETER UNDER CONSIDERATION BASED ON THE ARCHITECTURAL DEMAND.

Fig. 6.8. Behaviour Customization Method

There is an interaction of various professionals to make this digital system possible. The Human Computer Interaction (HCI) units make it possible to create different types of personas (See Appendix 3) that can provide ample data for the architect to understand the absolute functioning of spaces and experience of the users in real time. Thus, enriching the process of design beyond comparative terms to the traditional post occupancy evaluation techniques.

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6.5. SCENARIO BASED TESTING

Similar to the context of Behaviour mapping, scenario-based testing creates virtual scenes with the created/selected personas. This is suitable for designing conventional building typologies to accommodate new user groups and also introduce new functions. The various scenarios are broken down to tasks in a particular sequence known as the schedule which varies for each of the personas or characters. The absolute utility of this tool is yet to be discovered in the field of architecture but the pioneering institutions such as Autodesk have created a framework (Fig. 6.8) to establish the protocol for architects to follow – to provide the virtual reality inputs and analyse the various scenarios that they can design with an easy interface.

Fig. 6.9. Framework for Scenario Based Testing, Autodesk

The possible scenario themes for the Intellectually Disabled can be enumerated as the following: A. Typical Scenario

B. Average Sensory Needs

A1. Virtual Environment A2. Reality

B1. Virtual Environment B2. Reality

C. Sensory Overload C1. Virtual Environment C2. Reality

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The important advantages of scenario-based testing in architecture are as follows:

1. Problem solving strategy 2. Issue specific evaluation 3 Highlight specific user group (people with Intellectual Disability) 4 Interaction scenarios help understand behavioural impact of architecture.

The main uses of scenario-based testing in architecture is Formative evaluation and usability specifications (See Fig. A3.1). Formative Evaluation comprises of assessing the progress of the project towards the goals and alter project goals or direction.

6.5.1. CASE STUDY FOR USER SCENARIOS Scenarios were created using a set of narratives in a virtual hospital building to study the activities of various user groups based on their scheduled tasks. This was done using Autodesk software for Occupant Sensory Simulations so as to evaluated the possible changes in the functional spaces.

Fig. 6.10. Simulating User Scenarios in Hospitals Using Multi-Agent Narratives (Source: Journal of Building Performance Simulation)

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6.5.1.1. OCCUPANCY BEHAVIOURAL MODEL

The occupancy model consists of the following elements: • Space form Existing building for inclusive transformation • Space profile Based on typology and climate • Actors The people with intellectual disability • Actors profile Dynamically visualizing their behaviour over a period of time

Fig. 6.11. System used for Scenario based testing

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6.5.1.2. USER SCENARIOS USING MULTI-AGENT NARRATIVES

• Modelling narratives and constituting elements are identified in a checklist with the complete data set (See Table A3.1) • Narrative models involve the three-way combination of actors, spaces, and activities as in the following order: i) SP - Static Properties ii) DP - Dynamic Properties iii) M - Methods

Fig. 6.12. Hierarchical interaction between Scheduler, Narratives and User groups

SCHEDULED NARRATIVE DEPENDENT VARIABLES

Fig. 6.13. The variables that determine the characteristics of the Sensory User Scenarios

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6.5.1.3. SIMULATION WORKFLOW

Fig. 6.14. Crowd Simulation Analysis

Important Takeaways from the case study: • Ability to demarcate the daily routine of even a single actor (user) • Improvise the architects understanding of the sensory needs of the users • Give the control of narrative based preferences to the accessibility interface.

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CHAPTER 7

DIGITAL INTERVENTIONS

7.1. CASE STUDIES FOR DIGITAL INTERFACES 7.1.1. CASE STUDY-A | User Activity Mapping | Existing Building

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62

63

7.1.2. CASE STUDY-B | Concept | User Interaction Study

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7.1.3. CASE STUDY-C | Multisensory Environment Planning and articulation

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7.1.4. CASE STUDY-D | Digital Interaction Medium | Multisensory appeal

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7.2. V.R. ARCHITECTURAL EXPRESSION

The design executed by the architect can be digitally verified by professionals and asked for public opinion by using the various virtual reality platforms or even advanced systems of augmented reality and merged reality (Fig. 6.16).

Fig. 7.1. Possible Digital options for the Architectural Expression and Review

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7.3. FEEDBACK LOOP

The post rationalization feedback loop for the indulged project can be set by using an architectural gaming interface that can be used by the people with Intellectual disability to come up evaluation data such as surveys and meeting the goals of the project.

The salient features of such a system for feedback will be as follows: • • • • •

Real time corollary of Multisensory experience mapping Easier way of recording responses Game tests take hardly 2 minutes per person Helps to draw a parallel to the real environmental conditions Accessible across all phone devices already (Android, iOS), supporting universal digital accessibility.

Fig. 7.2. Simple diagram depicting the virtual feedback loop

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CHAPTER 8

PROCESS BASED PROTOTYPING

8.1. CONTEXT

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8.2. CONCEPT

8.3. PROGRAMMING

71

8.4. USER ANALYSIS

8.5. SPATIAL ANALYSIS

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8.6. PROCESS CONCLUSIONS

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CHAPTER 9

RESEARCH FINDINGS

9.1. SURVEY RESULTS

OUTPUT PROTOTYPE: Architecture Intelligence Embedded Virtual Reality For the Intellectually Disabled (AIEVRID)

9.1.1. SURVEY 01: Survey for the professionals (Appendix 4) Sample size: 12 Statistical validity: yes (precedent surveys 6) Invited: 42

Conclusions: • Observation of people with id is important to design for them • Comparative analysis of neuro typical and atypical is the most important.

• 93% of the professionals surveyed believe that the spaces need to have better lighting and acoustics (no loud noise).

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Fig. 9.1. Selected responses from Survey-01

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9.1.2. SURVEY 02: Survey for the architects Sample size: 44 Statistical validity: yes (precedent surveys nil) Invited: 120 Conclusions: • Life safety compliance is must.

• 80% of the surveyed architects specified ease of access as the most important criteria for accommodation people with ID. • Nature driven approach is most preferred.

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Fig. 9.2. Selected responses from Survey-02

9.2. SIMULATION PERCENTAGE Compiled on the basis original first-person perspective video + masking layers.

Based on heuristics and iterations from precedent surveys: 60% of reality needs to be altered by VR/AR in the existing built conditions Assumed initial: 90% 5% of reality needs to be altered by VR/AR in the existing built conditions Assumed initial: 20-30%

BAR CHART DEPICTING COMPLIANCE COMPARISION OF CONVENTIONAL BUILDINGS AND SPECIAL CASE STUDIES SIMULATION REQUIRED TYPICAL SPACES SENSORY DESIGN DIGITAL INTERFACES USED 0

2

4

CASE STUDIES AVERAGE-18

6

8

10

EXISTING BUILDINGS

Fig. 9.3. Simulation Percentage as per building typology

12

14

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CHAPTER 10

RESEARCH CONCLUSIONS

10.1. OUTCOME 10.1.1. DESIGN GUIDELINES FOR DIGITALLY ENHANCED MULTISENSORY ENVIRONMENTS

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10.1.2. COMPLIANCE FOR SENSORY DESIGN The various practical criteria that need to be considered for a sensory design that is flexible and predictable are mentioned in Table 10.1 below.

Table 10.1. Criteria to check for compliance in a sensory design

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10.2. EXPECTED THESIS FORWARD PLAN

10.2.1. OBJECTIVES The objectives for the thesis include: • Utilize the conclusions and feedback from the designed Process based Prototype • The 1:1 3D visualization of the prototype.

• Utilizing design considerations from the research.

• Site specific design and space programming.

10.2.2. TYPOLOGY FOR DESIGN IMPLEMENTATION The chosen typology for the thesis is: Inclusive social neighbourhood. It is aimed to be based on the idea of social innovation (Kumar 2015) and inclusivity carrying forward the ideals derived from the prototype and case studies of the study.

Fig. 10.1. Golden Ratio of the Social Innovation Strategies

Scope: • Planning • Inclusive design • Digital design interventions

Context:

Approach:

India is the autism capital of the world

Social innovation

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10.2.3. SITE FOR DESIGN IMPLEMENTATION

Site: Ananda action for autism, Haryana, India

Location: 29.0588° N, 76.0856° E

Area: Existing development: 8.4 acres Proposal: 30 acres

Criteria for selection: • • • •

Existing Autism independent housing Sensory design-based zones in the vicinity Safety provisions and healthcare facilities available governmental regulation.

Fig. 10.2. Images of existing structures in the site

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10.2.4. SITE LAYOUT

Fig. 10.2. Site layout depicting the boundary and zones

10.2.5. SITE FEASIBILITY SITE PARAMETERS • Zoning has been established based on Haryana Master Plan 2031 • Natural Forest Zone surrounding the site on three sides PROGRAMMING – SITE ELEMENTS • Access road is defined • Contour levels are defined SIZE OF BUILT AREA • Existing Buildings comprise 5-7% of 30 acres site • Cleared zone – 17+ acres SITE TOPOLOGY • Contours defined on GoogleEarth, cleared off vegetation NEIGHBOURING SITE COMPATIBILITY • Sensory needs oriented play areas and resorts • School and Hospital within 2kms

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10.2.6. THESIS PROJECT FEASIBILITY

SCALE • The inclusive Neighborhood is appropriate considering the many other gated communities and SEZ in and around Haryana.

• The serene surroundings add to the value of the project DEMOGRAPHICS/USERS • The project will aim to be the best option for Inclusivity to a population of 1500-3000 (existing 1000) • The public of the site are welcoming to the prospects of Autistic liabilities since a facility is exiting for past 10 years.

ETHICAL VIABILITY • People with Intellectually disability will be treated with dignity and respect.

• This project will pave way for a incremental social awareness.

GOVERNMENTAL POLICIES • Assisted Living for Adults with Autism and other Conditions,2010

ENVIRONMENTAL IMPACT ASSESSMENT • Established as a project with clearance to environmental issues such as forest protection.

BUILDING RISK ASSESSMENT • The existing buildings are compliant with earthquake safety

PRECEDENT ISSUES • The existing two blocks are not adequate for the number of users.

• There is a lack of digital interventions and updations.

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10.2.7. DESIGN CONSIDERATIONS

Since there are existing built up spaces in the site, the various functionalities can be assessed by using the scenario-based method and appropriate interventions can be provided to reviving the social wellbeing of the community. The existing features of the site are to considered without any demolition, but a cohesive development that responds to its urbanity and economy. It works as a wholistic gear system (Fig. 10.3) which is innovated using the process-based ideas and sensory compliance criteria for providing better quality of life for the people with Intellectual disability.

Fig. 10.3. Gear system integrating the aspects of the existing neighborhood and introducing design interventions for addressing sensory needs.

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10.2.8. PROGRAMMING SCOPE

10.3. CONCLUSIONS The research has benefitted in the understanding of the current situation of sensory deprivation and the various contemporary digital interventions that are being used to rectify this situation. The utilization of the process-based design approach can bring paramount benefits to not just architects and designers but even to other professional groups that are involved in enriching the lives of people with Intellectual Disability.

The digital enhancement of the Multisensory Environment at various scales is possible through the key methods of user behavioural mapping and can be evaluated using the platforms such as virtual reality and scenario based testing.

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APPENDICES

APPENDIX 1

PROTOTYPE CASE STUDY Sensory Cocoon, Lane Tech College Prep School, Chicago Hok Architects

Table A1.1. Sensory Simulation Data

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Fig. A1.1. Structural Details and Fabrication

Fig. A1.2. Comparison of average median values of sound and light levels between the classroom and sensory cocoon

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Fig. A1.3. Node Production Workflow for the Cocoon frame

Diagram for the computational workflow of the algorithmic design and parametric modelling script developed for node productions.

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APPENDIX 2

PRECEDENT CASE STUDIES FOR EDUCATIONAL SPACES

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90

91

92

93

94

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APPENDIX 3

STEPS INVOLVED IN BUILDING PERSONAS

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Fig. A3.1. Various uses Task Scenarios

Table. A3.1. Checklist for Scenario Based testing in Hospital, Autodesk

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APPENDIX 4

SURVEY-01

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99

100

SURVEY-02

101

102

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ETHICAL DISCLAIMER

All the survey samples and feedback are provided/verified licensed professionals such as academicians/psychologists who specialized/knowledgeable in Multi-Sensory Environment.

by are

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REFERENCES

1. Abouebeid, Sara. (2019). Inclusive Design of Urban Spaces: Deaf and Blind Urbanism through Spatial and Multi-sensory Design. 10.13140/RG.2.2.10789.35049.

2. Adapting building design to access by individuals with intellectual disability L. Castell (Department of Construction Management, Curtin University of Technology, Perth, Western Australia)

3. Anne Sussman, Katie Chen, The Mental Disorders that Gave Us Modern Architecture, 22.08.2017, Common Edge.org.

4. Cortés, L.P., França, I.Q., Goncalves, R., & Pereira, L. (2018). A Design Model Roadmap for a Multisensory Experience.

5. Davide Schaumann, Simon Breslav, Rhys Goldstein, Azam Khan & Yehuda E. Kalay (2017) Simulating use scenarios in hospitals using multi-agent narratives, Journal of Building Performance Simulation

6. Ellen Lupton and Andrea Lipps (2018) The Senses: design beyond vision, Cooper Hewitt Smithsonian Design Museum, NYC

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8. Le Corbusier: A Life (Knopf 2008)

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10. Stuart Shell, AIA, WELL AP, LEED BD+C, Why Buildings for Autistic People Are Better for Everyone, Forte Building Science.

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12. Norman, D. A. (2013), Merging the senses into a robust percept. Trends in Cognitive Sciences, 8(4), pp. 162-169

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14. Technology and the Senses: Multi-sensory Design in the Digital Age, Rebecca Breffeilh

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