Wayfinding Systems in Educational Environments

Abstract

Wayfinding is the phenomenon of locating an intended destination within an environment [1]. This occurs through complex, dynamic communication between the built environment and the user [2]. Successful wayfinding design allows users to: determine their location within a setting, determine their destination, and develop a plan that will take them from their location to their destination. This study analyzes the role of stress in wayfinding, and the implications of this relationship for educational wayfinding systems. Thirty-five participants were assigned target locations in two buildings. Wayfinding routes were mapped and timed by research assistants. After the tasks, participants completed measures of stress level and difficulty. Results supported the hypothesis that perceived difficulty is positively correlated with level of stress. The implications of these findings are discussed in relation to effective wayfinding systems in education settings.