This paper critically reviews the body of literature on affordances relating to the design and inhabitation of school buildings. Focusing on the influence of learning spaces on pedagogical practices, we argue that links between affordances, architecture and the action possibilities of school-based environments have largely been overlooked and that such links hold great promise for better aligning space and pedagogy—especially amidst changing expectations of what effective teaching and learning ‘looks like’. Emerging innovative learning environments (ILEs) are designed to enable a wider pedagogical repertoire than traditional classrooms. In order to transcend stereotypical understandings about how the physical environment in schools may afford teaching and learning activities, it is becoming increasingly recognised that both design and practice reconceptualisation is required for affordances of new learning environments to be effectively actualised in support of contemporary education. With a focus on the environmental perceptions of architects, educators and learners, we believe affordance theory offers a useful framework for thinking about the design and use of learning spaces. We argue that Gibson’s affordance theory should be more commonly applied to help situate conversations between designers and users about how physical learning environments are conceived, perceived and actioned for effective teaching and learning.
Affordances, Architecture and the Action Possibilities of Learning Environments: A Critical Review of the Literature and Future Directions
