The physical dimensions of the home learning environment and its impact on young people’s learning motivations

Abstract

AbstractThis article brings a novel perspective to the relationship between the physical dimensions of Home Learning Environments (HLE) and young people’s learning motivations during COVID-19 pandemic in UK. The architectural/physical focus of this investigation helps orient the reader to the literature/expertise I draw on. Based on 28 young people (16–18 years-old), the article evidences that comparing the HLE with the School Learning Environment (SLE), participants recognised the value of peer pressure and social learning environment to enhance learning motivations. Most participants found little use in home-schooling and wanted to return to in-person teaching. Students who adjusted the physical dimensions of the HLE were more motivated, especially if they had a private, semi-dedicated, or dedicated HLE. The article ends by exploring how the home-schooling experience during the COVID-19 pandemic offers an opportunity to re-imagine HLE as a complementary learning environment to SLE, motivate young people to learn and support independent learning activities.

Keywords

• Physical learning environment
• learning motivations
• home learning environment
• school learning environment
• young people’s perspectives
• visual methods