Purnaumbara 2023 IOP Conf. Ser. Earth Environ. Sci. 1218 012028

IOP Conference Series: Earth and Environmental Science
PAPER • OPEN ACCESS
Developing A General Building Design Model for Higher Education

Facilities to Reduce Academic Stress Through A Mindfullness-Based
Design Approach.
To cite this article: K L Purnaumbara and S Khasna 2023 IOP Conf. Ser.: Earth Environ. Sci. 1218 012028
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EDUARCHSIA-2022 IOP Publishing
IOP Conf. Series: Earth and Environmental Science 1218 (2023) 012028 doi:10.1088/1755-1315/1218/1/012028
Developing A General Building Design Model for Higher

Education Facilities to Reduce Academic Stress Through A
Mindfullness-Based Design Approach.
K L Purnaumbara1, S Khasna2
1
UIN Sunan Kalijaga Yogyakarta
2
UIN K.H. Abdurrahman Wahid Pekalongan
kartiansmara.purnaumbara@uin-suka.ac.id
Abstract. Teaching and learning activities at the higher education has causes academic stress
experienced by students. In psychology, one way to deal with stress is through mindfulness
practices that make users focus on their current condition, focus on the present, and can minimize
the impact of stress and improve academic performance. The purpose of this study is to formulate
criteria for mindfulness-based educational building facilities and then develop them in a partial
design model that can be applied according to the respective design context. The research was
conducted through literature review as the basis for model development through design by
research. The results of the elaboration of the literature review on mindfulness and components
of educational facility design show that a mindfulness-based design model can be developed by
focusing on building mass design, human circulation network design, and landscape design.
1. Introduction
A study conducted in PTKI (Islamic Higher Education Institution) have resulted that the prevalence of
stress caused by academic factors was categorized as a high at 51.1% in total, with 6.6 % respondents
are categorized in very stressful, and the other 40.5 % are being categorized as stressful (1). Similar
finding are also being concluded in another study, with 57.4 % categorized as a student with medium
stress level, and 7 % are categorized as a student with high stress level (2).
Academic stress causing a negative impact in student learning process. Higher education students are
theoretically more susceptive to be exposed with academic stress. The higher academic level, the higher
chance the students are being exposed with academic stress due to higher burden the students endure
(3). Another research also conclude that based on collected data during observation, senior students are
experience higher stress level compared younger students. Several factor that causing the higher stress
are mostly related to higher work load, assignment, and higher intensity of examination (4). The findings
are also appear to be consistent with another study that conclude that academic stress area strongly
connected with academic achievement. (5)
Many scientific studies are already conclude there are wide ranging cause that triggers academic stress.
Research conducted by Reddy conclude that there are several factor in play, such as a) Personal
inadequacy; b) Fear of failure; c) Interpersonal difficulties; d) Teacher pupil relationship; and inadequate
study facilities (6). Another research about school/academic environment are also reinforce that
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stressful, unpleasant, and boring school environment are some of the key factor to create a better school
well-being (7).
Recent decade, clinical psychologists and doctors have used a lot of mindfulness training techniques to
treat patients with various disorders, ranging from depression, anxiety, to chronic pain (8). Mindfulness
itself has its definitional roots from Buddhist epistemology, and the traditional definition is closely
related to Buddhist meditation (9). Traditionally, mindfulness has meant the practice of seeing things as
they really are in accordance with their current condition (10). The practice of mindfulness aims to create
a clear, calm, focused mind to achieve a trained and pure mentality, thus leading to the disappearance
of suffering due to self-denial or delusion (11).
Another relevant approach to mindfulness is the secular approach, i.e. the practice of increasing
mindfullness in such a specific ways that are purposeful, focused on the present moment, and without
involving feelings of judgment (12). Eleanor Rosch defined mindfulness as a psychic condition that can
be present at a moment of consciousness, which occurs in the present time, focuses on a particular object,
and with a clear focus (13). Despite the various definitions, there are three key elements to present
mindfulness, both traditional and secular, namely (a) Creating a focus on the present, present place, and
the present condition. (b) Must generate attention or focus on internal (from within) and external
(environmental) phenomena, both through internal stimuli (feelings, sensations, thoughts) and external
stimuli (sights, sounds, smells, and various other stimuli.(c) Stimuli must be carefully considered, and
accepted as they are (14).
Another research has been conducted conclude that mindfulness increases energy and enhances the
immune system in a stressful condition in the stressful environment (15). The practice of mindfulness
has been proven to have a close relationship with decreasing levels of stress, anxiety disorders, and other
negative psychology effect caused by stress (16). The positive impact also being proven through a more
scientific method, namely using MRI scans by other researchers. Through the results of MRI scans, it is
known that the group that has a mindfulness training background has resistance to negative emotional
stimuli (17). MRI scans were also studied by Modino, with similar results concluded by Farb, namely
objects that have a high level of mindfulness have a calmer response in responding to negative stimuli
(18).
Another study also highlight that mindful student are significantly showing higher academic
performances. Mindfulness helps the student concentrate, better skill at organizing, and better
perseverance. All of the mentioned skills are proven to have a high connection with academic
performance (19). Mindfulness also associated not only with better performance at the present time, but
also improving academic performance from previous academic period (20).
There are several study that discussing the connection between mindfulness and architecture component.
Dr. Yoko Kawai (21) and Lazarin (22) discuss mindfulness within the framework of Japanese
architectural space and landscape design in a more traditional approach. More empirical approach is
also carried out through studies on the integration of natural elements in the form of vegetation and
sound into human living space and their influence on human psychology, Yin (23), Li (24), Alvarsson
(25), Oyetola(26), Salingaros (27), Zinn (12), and Brown (28). The discussion from a spatial perspective
to achieve mindfulness is discussed by Porter, Braham, and Thomas (9) and Dr. Yoko Kawai (21) .
These various studies conclude about the principles of design that are not binding in certain architectural
functions.
After the problem and the positive effects resulting from the practice of mindfulness on the condition of
the human body has been acknowledged, the author feels the need to formulate education building
design model in accordance with mindfullness-based design principle. By considering the three key
elements to achieve mindfulness put forward by Hyland, the author considers that the higher education
campus facility as the closest architectural object with student as one of the media that can be used to
2
achieve of mindfulness. This paper is focusing on creating design model by elaborating previous studies,
and then being applied on to a educational building architectural component framework.
2. Method
The research method of this paper is the design by research. The author first conducts a literature review
to develop criteria that are used as the basis for developing a building design model. The literature used
is a literature based on books and papers that have been published through indexed journals. The
literature studied is related to architecture, psychology, health, and wellbeing. The literature used is both
qualitative and quantitative method. Through this diverse literature review, it is hoped that the
development of this building design model is not only based on theoretical studies, but is able to
conclude design criteria that have been empirically proven.
The writer divides the elaboration process to construct criteria based on a key component on this
research. Even this key component are elaborated sequentially, the following key component are equally
critical, which is (a) Mindfullness-based environment component; and (b) Educational facilities
component.
In the first elaboration stage, authors elaborate to develop mindfulness-based environmental design
criteri from both modern and secular mindfulness approach, recovery from psychological disorders
caused by stress, and health in both architectural and non-architectural contexts. The majority of
literature on traditional mindfulness approaches are qualitative studies, although some of the principles
of traditional mindfulness have also been later supported by empirical studies by other researchers before
they can be verified as a secular mindfulness approaches. Environmental influences for traditional
mindfulness practices cannot always be intervened through architecture. This is because traditional
mindfulness does not only discuss about the environment, but also focuses on the mental state and
mindset of humans. In the first stage of elaboration, the author extracts from the general principles of
mindfulness based on the possibility of intervening architectural elements in general, regardless of the
demands of the architectural function of the surrounding environment.
The second stage of elaboration aims to eliminate the general criteria that have been concluded
previously and relate them to the requirements of the intended architectural function. Education facilities
component criteria are needed to eliminate mindfulness-based environment to fit the framework of
higher education facilities components.
In developing the criteria for the components of an educational building, the researchers elaborated on
the literature review of various criteria for higher education campus facilities. Through the elaboration
process, the researchers then extracted the architectural design components that were considered as the
key in the process of developing the design of higher education campus facilities.The criteria for
education buildings that have been developed serve as configurators to eliminate criteria that are
considered relevant and appropriate in the context of designing higher education campus facilities. The
criteria that have been configured are then used as basic principles in the development of the proposed
model.
The criteria that have been concluded previously are the mindfulness-based design criteria which are
already related to the design requirement of the campus architecture of higher education facilities. These
criteria are then being used as a basis for developing a general design model of higher education campus
facilities. In developing the design model, the researcher develops a general design model that is
contextless and as a partial design component. So that the contextless model is expected to be applied
and developed by architects, educational developers, and other stakeholders in accordance with their
respective design contexts. The partial model can then be mixed and matched with other components to
answer the needs of each educational institution according to their respective characteristics.
3
3. Discussion
3.1 Mindfulness-based environment design
From previous studies, to be able to create a mindfulness-based environment design, a built environment
should apply specific requirement that helps its user in practicing mindulness such as spatial
arrangement, texture, material, light, shadow, natural element, and other architectural component. These
design component are then being categorized into following key principles: a) Connection between
indoor and outdoor space; b) Architectural Details, Material, and Texture and; c) spatial arrangement.
3.1.1 Connection between indoor and outdoor space.
In a traditional approach close to Buddhist roots, the integration of vegetation in

dwellings/architecture holds many important philosophical and practical functions in order to
accomodate dwellers in practicing mindfulness. Japanese architecture has a concept of Utsuroi,
which can simply be interpreted as "periodic change". Natural elements that always grow,
develop, and change from time to time are philosophically interpreted to mean that the true
reality is temporary and will disappear/change from time to time. Every time, natural vegetation
elements will create different shadows, affect a person's perception of the space he is in,
strengthen the focus on the present, and eventually the change is believed to bring individuals
easier in practicing mindfulness (21).
The integration of vegetation as a design element, both for indoor and outdoor spaces in the
living environment are also believed has a positive impact on human psychological health. In
an indoor space, biophilia as an approach to integrating natural elements with human living
spaces increases the restorative ability of human psychology dealing with anxiety disorders and
lowering blood pressure. Meanwhile, garden and other natural element in an open spaces can
support the recovery of anxiety disorders, as long as the dwellers/user have sufficient visual
access (23). View to outdoor natural environment in human living spaces proven to improves
the work quality of users and recovery of stress disorders. It even minimizes the negative effects
of stressors on users (24). Other studies have concluded that long and continous exposure of
sounds generated by nature (trees, birds, water, and various other sounds) have a role in
accelerating recovery after stress (25).
Based on the previously mentioned findings, environmental design that integrate vegetation and
other natural elements, both through traditional and empirical approaches, are considered to
have a positive impact to users to helps the user practicing mindfulness. The vegetation element
when viewed through the perspective of traditional mindfulness for example, is seen as an
element that supports the user in practicing mindfulness as a natural marker of present time and
space, it encourage users to focus on the present time. Meanwhile, through a more secular
perspective, vegetation has a function as a calming visual element. Vegetation as a positive
sound stimuli have a positive impact on the recovery from stress that can be used to helps in
practicing mindfulness (12). The vegetation applied in the design are suggested to have an
evocative function as a stimulus for the user's senses, which must have a variety of textures,
aromas, colors, and must even have a distinctive sound when blown by the wind (26).
Porter, Bramham, & Thomas (9) and Salingaros (27) assesses that the application of biophilia
design can helps in practicing mindfulness. Biophilia has eight key spatial qualities to achieve
the creation of a space that supports recovery, namely (a) Light, (b) Color, (c) Gravity, (d)
Formation of fractal patterns (e) Curved pattern (f) Rich in detail (g) Has Water Element (h)
Integration of plants/natural elements. These eight keys function as multi-sensory stimuli for
users around them, and are believed to have a positive impact on human psychology.
4
3.1.2 Architectural Details, Material, and Texture
Architectural details also play as a key element be used to form the dark-light sensation created
by shadows. In Japanese architecture, the term is known as Yúgen, which means the sensation
of darkness and mystery. Yúgen is an element that can also be applied to give a sensation of
mystery from the circulation flow that has been running harmoniously, and emphasize a
transcendental atmosphere (22). The use of shadow/dark-light elements is considered to
increase focus on the surrounding conditions rather than a room that has evenly lit.
This traditional approach is also in line with the secular approach of mindfulness, where to
practice mindfulness, humans must have the opportunity to pay close attention to everything,
both external and internal phenomena (28)(29). In designing the detailed design features in
edcuation building, what needs to be taken into consideration is the role of these detailed
features as a medium to helps the user in practicing mindfulness. The detailed design features
are suggested to have elements that cause various sensations as stimuli, encouraging residents
to focus on current conditions (12). In studies conducted at health facilities, the combination of
natural views from windows, natural light, natural sounds, even just natural nuanced images can
provide positive distractions for patients, and ultimately improve the patient's psychological
health (30).
3.1.3 Spatial Arrangement
In order to help students to practice mindfulness, the surrounding space must have arranged in
certain order. The significant elements for practicing mindfulness such as sound of soothing
sound stimuli, temperature, and lighting, so the space should be supportive so that the stimuli
to the surrounding conditions are more pronounced. It is recommended to have a separate room
from regular activities, or it could be through a regular room whose arrangement is designed to
be flexible enough when it will be used as a private room, whether it is a private room used for
a group or an individual (9).
In a more traditional approach, the attainment of mindfulness in Buddhist monasteries in

Japanese architecture can be applied through more specific spatial arrangements. In order to
approach a certain architectural object, the user is usually directed through a space that has a
certain spatial quality and landscape design to trigger a focus on the surrounding conditions (9).
This series of spaces is categorized by Dr. Yoko Kawai as Utsuroi in a spatial context. This
series of spaces encourages humans to move from one point to another, experiences changes in
space and makes humans able to observe various object through various perspectives on the
same object, both architectural objects (monuments, houses, parks, spaces, etc.) and non
architectural objects. This difference in perspective is believed to help humans understand
where they are and helps the user to practice mindfulness during their daily activites through
the terminology of moving-self/michiyuki (21).
3.2 Higher Educational Facilities Design Component and its Unique Characteristics
Before discussing further about educational facilities, the writer sets the limits of the research
discussed in this paper. The educational facilities referred to in this paper are higher education
facilities. Higher education was chosen specifically because according to Araas (3), Ambarwati (2)
and Zamroni (1), the student age group with the most vulnerable to a academic stress is mostly from
college/higher education students. This is also supported by research from Reddy which states that
the decline in student achievement is mostly triggered by academic stress. One of the factors that
cause academic stress is due to inappropriate educational facilities, the number of lecture
assignments, peer pressure, poor quality of social interaction and the surrounding environment (6).
5
Thus the urgency to formulate design model related to educational facilities becomes more
important to be implemented immediately.
The design of higher education facilities has a distinctive characteristics. An ideal educational
facility should accommodate the following activities: a) academic learning, b) space for social
activities, and c) space for recreation and physical activity. The design of educational facilities must
encourage sense of community. Outdoor space is an important element that carries out the function
of weaving a mulltiple masses buildings in the form of roads, pedestrian ways, green spaces, plazas,
parks, and places to exercise (31). In contrast to primary and secondary education, it is more likely
that college students can have more study breaks compared to primary and secondary education. So
that higher education buildings require various kinds of spaces to form strong connections and
relationships with their peers during this time, this supports students to become members of a
group/community. A higher education facility is designed to accommodate social interactions and
ultimately, support academic achievement for students (32).
Coulson (33) also conveys things that are not much different: a) Higher education education
facilities function to communicate ideas about the values and mission of the institution, b) support
the creation of a sense of place, c) support social activities and interactions between organizations.
Coulson also mentions that there are 3 important components in designing educational facilities,
namely a) outdoor space/landscape, b) building, c) circulation network. Coulson’s and Harrington’s
findings are also supported by Jamieson. Jamieson also argues that higher education facilities should
be designed to generate social interaction, collaboration, and physical movement of users. Higher
education buildings require a good mix and match between formal activities in the classroom and
informal activities outside the classroom. This is because the pattern of education that occurs at the
level of higher education is student-centered learning so it requires a place to accommodate various
student behaviors. (34)
With the more frequent study breaks time in between class activity, students can take advantage of
this in between class break period for many activities, ranging from academic activities to non-
academic activities. The referred academic activity is such as spending time doing assignments,
going to the library, or studying together. Meanwhile, the carried out non-academic activities may
vary, ranging from just resting, eating, discussing with the their groups/community, and various
other activities. These activities are carried out in the third space on campus. Based on a study from
Bogue, the third space is the proper spacefor restorative activities (35). Meanwhile, another study
conclude that at higher education facilities, open space for socializing activity is one of the third
space frequently used by most of the students (32). It can be concluded, the third space in the form
of landscaped open space should be considered as an important design component in designing
mindfulness-based space for higher education facilities due to the high frequency of use, and is also
supported by the unique pattern of college student activity.
Furthermore, a landscape of a higher education facility is considered to strengthen the layout of the
building and emphasize the circulation path. Meanwhile, architectural buildings play an equally
important role in the landscape of a higher education facility. The need for a harmonious
architectural guideline considered as one of the key criteria in creating a sense of place for a higher
education facility. A good higher education building must be a balanced synthesis of scale, material,
color, texture, and landscape. The circulation network design component is the link between the two
components mentioned before, and ensures a carefully planned user movement, both for service
vehicles, motoric vehicles, and humans (33).
The design guideline for a higher education facility was also discussed by Damugade (36). In his
paper, Damugade explains that the crucial components that must be regulated developing a
guidelines for a higher education facility are as follows: a) site layout, b) human circulation paths
and public spaces that accompany them in one unit, c) way finding/signage, d) contextual design
6
with surrounding conditions, e) Landscape Elements, f) Building orientation, and g) Entrance area.
Slightly different from Coulson, Damugade categorizes landscape components should be designed
as a synergy with a network of pedestrian ways. Meanwhile, Coulson argues that buildings are
components that must be designed in tandem with landscape components.
Damugade suggest that the layout of higher education facilities building are developed with a
clusterred building mainly located in the core zone of a campus area. The layout must respond to
the surrounding public facilities, designed comprehensively with the existing open space network.
The layout of the building is recommended to be designed to create a humane scale, attractive, and
welcoming to both visitor and a user. While the design elements of public spaces must be pedestrian
friendly, safe, attractive, and encourage pedestrian movement, and accommodate the needs of users.
Way finding is also an important component that must be designed in harmony with the surrounding
architectural style to create a visually cohesive environment. The campus landscape must be an
element that supports environmental sustainability and is pedestrian friendly. Higher education
facilities should be designed in a layout-oriented manner with climate-responsive prerequisites and
visual connections (36)
Lau also discussed the design criteria for higher education facilities related to health in his paper.
Lau discussed the criteria for a healthy campus in general, not specifically discussing mental health
in his paper. Design interventions can be done through landscape design, spatial planning, and the
application of green architecture. Landscape design should create a natural environment and provide
a source of positive stimuli that are correlated with the post-illness recovery process, while spatial
design should be arranged to facilitate orientation and strengthen separation of activities if
necessary. Green design can be applied to build ecosystems and be sustainable, as well as play a
role in building physical comfort. (37)
To elaborate previous finding, it can be concluded that there are several key components in the
design of a higher education facility along with important criteria that must be met. The elaboration
process are presented in Table 1
Table 1 Educational Building Component and Criteria
Design Herz (31) Coulson (33) Damugade(36) Lau (37) Bogue (35) Jamieson(34) Harrington(32)
Aspect
Building Functional Distinctive Designed as a should be
mass to and harmonius single design arranged to
accomodate characteristics entity with facilitate
various building mass circulation orientation
activity such Building mass network and
as academic, should Building mass strengthen
social, and strengthen need to be separation of
physical sense of place designed to activities
activity Designed as a create humane
Multiple tandem with scale,
mass landscape responsive with
site’s climate
consideration,
attractive, and
welcoming
Circulation Open public Should be Designed as a -

space should designed in single design
be designed various use entity with
as a single and size to building.
entity and accomodate The campus
weaving service landscape must
circulation vehicle, be an element
network and motoric that supports
7
Design Herz (31) Coulson (33) Damugade(36) Lau (37) Bogue (35) Jamieson(34) Harrington(32)
Aspect
architecture vehicle and environmental
building humans sustainability
and is
pedestrian
friendly
Open Space Open public Landscape Must be an should create
& space should layout should element that a natural
Landscape be designed increase the supports environment
as a single legibility of environmental and provide
entity and acess and sustainability a source of
weaving building and is positive
circulation layout pedestrian stimuli that
network and Designed as a friendly are
architecture tandem with correlated
building landscape with the
post-illness
recovery
process
Distinction Landscape Landscape Landscape as Campus
in Higher as a place to as a a place to Landscape are
Education interact restorative build one of the most
user build sense third place community needed third
Activities of in between between place in higher
community classes classes education
facilities
Based on the table above, it can be concluded that the ideal higher education facility design is as
follows:
a. Building mass designed with distinctive and harmonious characteristics with good
relationship with environmental conditions, context, circulation network, and landscape.
b. Circulation networks are connected to buildings and landscaping, safe, accomodate the
needs of pedestrians, and able to accomodate various scale of user with their unique
characteristics.
c. The landscape of higher education facilities supports diverse user activities, integrates with
buildings and circulation, carries out ecological functions, and working as a frame of
architectural object.
3.3 Mindfulness-Based Education Facilities Design Criteria and Model
3.3.1 Mindfulness-Based Education Facilities Design Criteria
The design components developed into a design model are based on the elaboration of higher
education facilities that have been discussed previously, based on previous finding by Herz (31),
Coulson (33), Damugade (36), Lau(37) including a) Building mass and architecture, b) the
circulation network, and c) the landscape component.
8
Table 2 Elaborating Mindfulness-based education facilites design criteria

Education Facilities Components
Building Mass & Circulation network Landscape

Architecture
Kawai (21) Applying utsuroi and The building mass is The circulation path Applying utsuroi and
michiyuki through designed with various takes the user in a michiyuki through landscape
landscape elements scales, degrees of spatial procession with elements
openness, play of light, a variety of space and
and various spatial experiences
procession to provide a Circulation path offers
diverse space experience a multi-sensory
experience
Yin (23) Design must include Have visual access to Integrating the Landscape design should
vegetation elements that green open spaces building with the incorporate natural
are easy to see and touch green space around it vegetation elements in the
so that users have form of green open spaces
better access to green around the building
space
Li & Design should include Have visual access to - Landscape design should
Sullivan visually accessible garden green open spaces incorporate vegetation
(24) to minimize the effects of elements in the form of
stressors green open spaces around
the building
Alvarson Design should incorporate - - Selection of dense leafy
(25) natural element to produce vegetation in order to create
sound stimuli to help with sound stimuli
post-stress and trauma
recovery
Mindfulness-based environment design
Davidson, Design should incorporate - - Selection of dense leafy

Zinn(16) as a natural element to vegetation in order to create
produce sound stimuli to sound stimuli
help with post-stress and
trauma recovery
Oyetola(26) Design should incorporate - - Landscape design should
variety of distinctive incorporate natural
vegetation appearance, vegetation elements in the
color, and texture form of green open spaces
around the building
Design should incorporate
variety of distinctive
vegetation appearance,
color, and texture
Lazarin(22) Applying Yúgen The building mass is utilizes components in utilizing shade vegetation
designed with various the circulation with varying leaf densities
scales, degrees of network to create a to create a different dark and
openness, play of light, dark and light effect as light ambience in the
and various spatial the user progresses landscape
procession to provide a
diverse space experience
Ulrich (30) The combination of natural The building mass is - Landscape design should
views from windows, designed with various incorporate natural
natural light, natural scales, degrees of vegetation elements in the
sounds, or even just a openness, play of light form of green open spaces
natural nuanced picture can around the building
provide positive distraction
for users, and ultimately
improve the user's
psychological health.
Brown & Applying architectural Applying architectural - -
Ryan (28) details as a stimulus creator details of buildings that
Dane(29) highlight certain areas as
visual stimuli
Salingaros An application of the Integrating natural - Landscape design should
(27) principle of biophilic elements in the mass of incorporate natural
design can function as the building as a key vegetation elements in the
trigger to create a multi- design feature form of green open spaces
sensory sensations around the building
9
Based on the Table 2, we are able to summarize the principles of mindfulness-based environment
design into a operational and more specific design criteria that can be used as guidelines in
developing the mindfulness-based design component model are as follows:
a. Building Mass & Architecture Design

1) The building mass is designed with various scales, degrees of openness, play of light, and
various spatial procession to provide a diverse space experience
2) Architectural building should have an unobstructed visual access to green open spaces
3) Applying architectural details of buildings that highlight certain areas as visual stimuli
4) Integrating natural elements in the mass of the building as a key design feature
b. Circulation network
1) The circulation path takes the user in a spatial procession with a variety of scale and
experience
2) Circulation path offers a multi-sensory experience through a visual scenery, smell, and
textures.
3) Integrating the building with the green space around it so that users have better access to
green space
c. Landscape Elements
1) Applying Yugen, utsuroi, and michiyuki through landscape elements
2) Landscape design should incorporate natural vegetation elements in the form of green open
spaces around the building.
3) Design should incorporate variety of distinctive vegetation appearance, color, and texture
3.3.2 Mindfulness-Based Education Facilities Design Model
Based on the criteria that have been discussed in 3.3.1, a partial design component model is then
developed to be used according to the needs of the design case. The partial design model is created
from the synthesis of the design criteria that have been developed, so that the each design
components model may not only apply one criterion previously mentioned in 3.3.1. The design
model developed is still in accordance with the design components discussed on the development
process of the criteria.
a. Mindfulness-based building mass and architecture model
Building mass models can be designed by applying various scales, both horizontal and vertical
scales. This diversity of spatial scale aims to provide users with visual identification to
strengthen the spatial differences between one form of space and another. In the end, the visual
identification encourage users to focus on where they are in an educational facility. In the
process in using educational facilities, the user will be able to gradually move to experience
spaces of various scales and undergo periodic changes. During the process, user is expected to
be able to focus on where they are and help users in practicing mindfulness through the Utsuroi
and Michiyuki principle as conveyed by Kawai (21).
Various spatial scales can also be utilized as a visual stimuli that ignite positive psychological
impact on users. Visual stimuli, is one of the key stimuli to produce a multi-sensory stimuli that
have been proven to minimize the negative impact of stress and improve performance in
completing tasks (29)(28).
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Figure 1 Building mass model with various scale (top) and the building mass section (bottom)
Whenever the site and building area allows, the building mass are able to be designed as
multiple-building complex, not as a single mass building. Educational facilities with a multiple-
mass allow building designs to be more integrated with the surrounding green space so that
visual and sound stimuli from the surrounding green space can be optimized to be more felt by
users(16,25,27,30). In addition, the use of multiple masses gives users a variety of spatial
experiences throughout the mobility process, thereby bringing users to the michiyuki sensation
and facilitating mindfulness practices and minimizing stress (21).
Single-scale buildings can also take advantage of in-between space to insert green spaces on a
small scale. The placement of the green space between is recommended to consider the direction
of the sun so that the green space gets sunlight throughout the day with various intensities. It
also aims to give the user an awareness of the present time through the sensation of Utsuroi(21)
Figure 2 Inserted Green spaces placed aligned with sun path in between room (left); Building/room sorrounded by
greenery (right)
Visual stimuli can also be created by utilizing the buildings various degree of light and dark
through skylights. The light-dark effect of shadows creates a Yúgen sensation and encourages
11
the user to be more aware of their position against time, encouraging the user to focus on the
present moment. It believed to help users to practice mindfulness (22) as a results, can minimize
the bad effects caused by academic stress. The design of the building mass can also apply Yúgen
by adjusting various degrees of openness and causing various dark and light sensations in the
building. It is recommended that various dark and light sensations be placed on the building
mass that is passed continuously so that the difference in the degree of darkness and light can
be felt by the user.
Figure 3 Axonometric model of various application of opening (top) and section (bottom)
Building openings must be located close to or pointing directly to the green open space to ensure
good visual access from inside the user's activity space to the green open space. Visually,
vegetation has a positive impact in minimizing stress (16,23,24,28–30). Vegetation visually
plays a role in creating Yúgen through the shadows that being formed and helps the user to focus
on the present moment, and supports the Utsuroi principle through changing the shape of plants
that continue to grow over time.
The building materials used can also be used to support mindfulness practices. Textured
materials are stimuli correlated to a psychological impact. Textures enable psychological effect
through both visual and tactile effects. Visually, textures create shadows that change over time
and create Yúgen and Utsuroi sensations that support mindfulness practices (21). Visual stimuli
through building materials also have a positive psychological impact on educational facilities
(28,29) Meanwhile, textures also cause tactile sensations as positive stimuli for users. Touch
stimulation from natural materials also has a pleasant effect and has been shown to reduce stress
(27)
12
Figure 4 An Application of texture in a hallway that can be easily accessed and touch by user, and the application
of skylight openings to utilize building material texture as a visual stimuli.
The placement of textured building materials should be placed in an area that is easily seen and
must be exposed to direct sunlight to increase the number of shadows. Building materials must
be placed in an exposed area and building materials that cause various shadow effects. In certain
areas, building materials must be placed in spaces that have high user mobility so that they can
be easily touched by users without any restrictions such as in hallways and halls. The texture of
the material is not recommended to be placed in the classroom because the class has low user
mobility.
As seen in Figure 4, it is also possible to use building material texture as a tool to create Yugen
by using strategically positioned skylight openings and sun shade (such as wooden lattice or any
other uniquely shaped objects). Skylight openings should be positioned in aligned with sun path
within site context to make sure shadow effect casted on highlighted area occur within longest
and optimum time period to enhance the sense of present.
Figure 5 Building Skylight openings are positioned aligned with sun path within site context (left); Wooden Lattice
effect cast a different shadow during different time period, enhancing the sense of present and Yugen (right)
b. Mindfulness-based circulation network model
The circulation network in education facilities can be found in the form of pedestrian ways,
hallways, pathways, and roads for motorized and non-motorized vehicles. Mindfulness requires
13
direct interaction with humans through visual, tactile, and sound stimuli. Thus, the development
of the circulation network design model is focused on the human circulation network, because
the human circulation network allows users to get a full multi-sensory sensation compared to
when driving using a motorized or non-motorized vehicle.
It is recommended that circulation networks are not typically designed. The circulation network
must offer a variety of spatial experiences to amplify the sensation in the user's mobility process.
The human circulation network must be designed in synergy with the landscape so that positive
stimuli from the surrounding spaces can reach the user optimally. The human circulation
network needs to be designed with various degrees of openness to provide a variety of spatial
atmosphere during the process of reaching the building. Circulation network in the form of an
open hallway, designed directly adjacent with natural vegetation element to optimize visual
access so that visual stimuli encourage the achievement of Yúgen and help users to see
vegetation and minimize the psychological impact of stress (16,23,24,28–30).
Audio stimuli could also be utilized by using a natural element such as water pond, artificial
water fountain, and other water feature. Audio stimuli are already proven to be useful to helps
the user relax and helps user reducing academic stress (16,25). Water feature are also
categorized as a natural element, one of the key factor that enable biophilic as a healing
architectural approach in treating people with physical and psychological illness(27).
The circulation network is recommended to be designed with various vertical and horizontal
scales. Circulation networks with roof coverings can also take advantage of the ceiling height
scale to create various space scales to make it easier for users to be aware with their procession
of traveling/moving with the sensation of utsuroi. Circulation networks have great potential for
michiyuki applications because the user will move in a linear fashion, thereby amplifying the
effects of gradual and varied scale changes (21).
Circulation networks can take advantage of a modular pathway design to create a multi-sensory
experience. The material pathway design that is modular and changes constantly makes users
have to pay attention to the steps taken during walking, and make users focus more on where
they are. Understanding where they are is one of the key features of michiyuki, one of the most
important sensations in the traditional mindfulness approach.
Figure 6 Various Model Example developed based on mindfulness-based design principle
14
c. Mindfulness-based landscape model
Landscape elements play an important role both as a third restorative place and as an element
to support the practice of mindfulness. Natural elements are believed to be healing elements for
psychic and physical problems (27). In addition, landscape elements have great potential to be
used as a source of positive stimuli, one of the important keys in mindfulness practice. Stimuli
that can be obtained through landscape can be visual stimuli, tactile stimuli, and sound stimuli.
Landscape and green area should be easily accessible to users. As seen in Figure 7 Easily
accessible landscape elements provide an opportunity for users to experience tactile sensations.
The sensation of touch is one of the positive stimuli that is beneficial in the practice of
mindfulness (23). To make it easier for users to touch the vegetation, it is recommended that the
vegetation used in the area is vegetation with an adult human waist height (+75 cm from the
ground floor). It is recommended that the vegetation being used is a vegetation with various
branch sturdyness and leaf textures. For plants with sturdy branch, Mussaenda (Mussaenda
pubescens), magenta cherry (syzygium paniculatum), and other other woody twigs can be used.
Soft leaf textured plants such as foxtail fern (Asparagus densiflorus), cogon grass (Imperata
Cylindrica), equisetum (Equisetum arvense), Maidenhair fern (Adiantum venustum), and other
non-woody plants can be used to add a soft sensation to the landscape.
Figure 7 Landscape application to help mindfulness practices
Landscape design should be designed with high consideration to the diversity of vegetation
colors that are applied. Vegetation that has many colors strengthens the impressions generated
in the human brain and has a positive psychological impact (23,26). Utilization of plants with
colored flowers such as sweet alyssum (Lobularia maritima), Amaryllis (Amaryllis sp.), Lillies
(Lilium bulbiferum) , etc. In areas covered by roofs, flowering plants can also be used by
utilizing certain plants such as Jacob's ladders (polemonium caeruleum), cowslip primrose
(primula veris), Lily of the valley (Convallaria majalis), etc.
Trees with colored leaves and flowers can also be used. Flowering trees are recommended to be
placed in the direction of the sun to strengthen the impression through the utsuroi (21). Trees
also serve to provide the sensation of darkness and light as visual stimuli to help practice
mindfulness(22). In the selection of plants, it is advisable to pay attention to the spring of each
selected vegetation to ensure that in the annual cycle there will still be flowering plants in an
educational facility. This aims to maintain visual stimulation for the user throughout the year.
15
Flowers also serve to provide aroma stimuli as a way to enrich the experience of space through
landscaping. Landscaping that has aroma stimuli helps in post-stress care and healing(26).
Herbal plants can also be used as producers of scent stimuli. Plants such as rosemary
(Rosmarinus officinalis), basil (Ocimum basilicum), and various other herbs can also be used to
produce scent stimuli. Plants with flowers may also produce the scent needed to create the scent
stimuli. Plants such as Lilac (syringa vulgaris), Korean spice viburnum (Viburnum carlesii),
Purple-Leaf Sand Cherry (Prunus x cistena), and brugsmania (brugsmania sp.) are shrubs that
have fragrant flowers and help the user to be sensitive to the conditions around him, an important
component of mindfulness practice.
Vegetation can be used as a vertical space barrier element. During design process, it is necessary
to consider space’s degree of openness and the architectural function. For a more private area,
high density vegetation can be used to minimize visual contact. For open areas, vegetation with
tenuous densities can be used, thereby facilitating movement permeability and optimizing visual
contact. These various vegetation densities, apart from having functional values, also support
mindfulness practices. Various densities provide visual stimuli for users, as one component in
mindfulness practice (26). Traditionally, this application of varying vegetation densities evokes
sensations of yugen and utsuroi and supports mindfulness practices (22).
Vegetation selection also influences the creation of audio stimuli. Utilization of plants with
flexible twigs and many leaves such as bamboo (Bambusoideae) , Ferntree (Filicium decipiens),
muntingia (Muntingia calabura) can be used to create sound elements. Vegetation with dense
leaves generates sound stimuli to provide sensation and amplify the sensation of michiyuki to
assist in mindfulness practice (21). The natural sounds produced by trees have a positive impact
on the treatment of post-stress and the complications of psychological problems it causes (such
as anxiety disorders and depression) (30).
Table 3 Vegetation Feature and Example
Vegetation
Vegetation Example
Features
Density, Leaf,
and Twig
Texture
(Tactile Stimuli)
Colourful
Flower
(visual stimuli)
Fragrant
Scented Flower
(Scent Stimuli)
16
d. Integrated Application Design Model
The design model application can be adapted to the needs of each design case by considering
the context and building site. The application of the model could be applied into more integrative
approach, that is, the application of the principles of the design model can be combined between
one design model and another. The hallway design model, for example. The hallway design can
be applied to integrate with the continuous pool landscape component to create a lengthy audio
stimulation experience. Or the hallway can be designed to be integrated with vegetation with
various densities along the corridor so that users feel a variety of travel processions when doing
activities in the hallway.
Another example is the use of skylights on the building as a tool to form shadows on textured
walls as well as to give the sensation of utsuroi through shadow elements that change
periodically. Skylights also function to form yugen, through the dark-bright effect formed by
shadows. Building windows can also be used to create various shades of dark and light in the
space and form a yugen. On the other hand, the use of windows as elements to open visual
connections provides users with the visual stimuli needed for mindfulness practice.
The combination of various design models above are just some examples that can be done in an
integrative design model. The integrative design model can be developed according to the
conditions, context, needs, and accomodate architectural functions that exist in an architectural
space in an educational facility. As seen in Figure 8, it is an example of integrative design model
developed based on partial model we have discussed earlier.
Figure 8 Example of Integrative design model
4. Conclusion
Based on the elaboration of the literature review and the results of previous research, the author
formulates design model that support the practice of mindfulness educational facility to to
reduce academic stress through 3 key elements (1) Building Mass and architectural design, (2)
Circulation Network design, (3) Landscape design. In applying this partial design model,
architects, planners, and educational developers need to carefully examine at the context and
needs of each higher education campus facility. The architectural style presented in this paper
is also not a rigid guidelines. The building model can be developed in accordance with the
architectural style that is in accordance with the existing building in its respective context, as
17
long as it is following the principles that have been elaborated with the results of the previous
elaboration.
Architectural space is able to support, but does not fully guarantee the practice of mindfulness,
because mindfulness required a continuous practices by habituation and is closely related to
other supporting psychological and health aspects. Thus, in further research it is necessary to
examine in more quantitative and multi-disciplinary methods to test how much influence of all
three design component in educataional facilities and its effect on the psychological condition
of the higher education student in a more measurable manner.
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Developing A General Building Design Model for Higher Education

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Developing A General Building Design Model for Higher

3.1 Mindfulness-based environment design

3.1.1 Connection between indoor and outdoor space.

In a traditional approach close to Buddhist roots, the integration of vegetation in

3.1.2 Architectural Details, Material, and Texture

3.1.3 Spatial Arrangement

In a more traditional approach, the attainment of mindfulness in Buddhist monasteries in

Table 1 Educational Building Component and Criteria

Circulation Open public Should be Designed as a -

3.3 Mindfulness-Based Education Facilities Design Criteria and Model

3.3.1 Mindfulness-Based Education Facilities Design Criteria

Table 2 Elaborating Mindfulness-based education facilites design criteria

Building Mass & Circulation network Landscape

Davidson, Design should incorporate - - Selection of dense leafy

a. Building Mass & Architecture Design

3.3.2 Mindfulness-Based Education Facilities Design Model

a. Mindfulness-based building mass and architecture model

b. Mindfulness-based circulation network model

Figure 6 Various Model Example developed based on mindfulness-based design principle

c. Mindfulness-based landscape model

Figure 7 Landscape application to help mindfulness practices

Table 3 Vegetation Feature and Example

d. Integrated Application Design Model

Figure 8 Example of Integrative design model

7. Rizki M, Listiara A. HUBUNGAN ANTARA PENYESUAIAN DIRI DENGAN SCHOOL

10. Gunaratana B. Mindfulness in Plain English. Opera News. 2003;68(4):37.

13. Rosch E. More Than Mindfulness: 2007;18(4):258–64.

A randomized trial. Brain Behav Immun. 2013;27(1):145–54.

19. Lu S. Mindfulness and Academic Performance : An Example of Migrant Children in China 正

22. Lazarin M. Phenomenology of Japanese architecture: En (edge, connection, destiny). Stud

Publishing, Ltd.; 2013.

36. Damugade SY. Campus Planning. 2004;10(1):23–5.

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