Classroom design influences the cognitive processes that determine learning. However, the effects of classroom geometry have been little studied, in part due to the difficulty of modifying physical spaces for experimental purposes. Today, virtual reality allows researchers to very closely control many environmental conditions while collecting psychological and neurophysiological metrics of the user experience. The objective of the present study is to analyse the influence of classroom width on the attention and memory performance of university students. The performance of 90 subjects in three classroom width settings (8.80, 8.20, and 7.60 m), implemented in virtual reality, was evaluated through measures of their attention- and memory-related psychological and neurophysiological responses. The results showed that wider classrooms are associated with poorer performance and lower emotional arousal. This demonstrates a link between the geometric variables of classrooms and the cognitive and physiological responses of students. In general, the present study and its methodology can help architects and researchers develop design guidelines that can improve students’ cognitive processes.

Architectural education plays a fundamental role in achieving sustainable development by training future professionals who can contribute to sustainability through their practice. Nevertheless, to ensure the introduction of sustainable development in the education of future architects, it is fundamental to understand what is being done and what could be improved. Despite this, a big gap has been detected in the assessment of architectural education in Spain and worldwide. Thus, a close-ended questionnaire for students has been designed based on the outcomes from a literature review, exploratory interviews with specialists, and the qualitative analysis of two schools of architecture. Additionally, it has been revised by experts, through the pilot study of a preliminary version, and with the supplementary analysis of the answers to a final test with students from different schools. In particular, this questionnaire allows for comprehensively measuring the students’ perception of their sustainability learning outcomes, their learning experience, and the connection between, with the aim of facilitating the adjustment of Spanish architectural education towards the introduction or enhancement of sustainable development by education managers, teachers, policymakers, and professional associations.

El juego es emoción y sin emoción no hay aprendizaje significativo. La emoción es el ingrediente secreto del aprendizaje, dice la neurociencia, y es pieza fundamental para quien enseña y para quien aprende. Este ha sido el motor de la experienda llevada a cabo en la Escuela Técnica Superior de Arquitectura de Valencia (ETSA, en segundo y sexto curso en asignaturas de proyectos arquitectónicos durante los cursos 2015-16 y 2016-17, para reflexionar sobre el proceso de aprendizaje en la asignatura de proyectos arquitectónicos. Con el objetivo de relacionar el juego como motor de aprendizaje y el proceso creativo, y explorar las posibilidades que ambas tienen en la formación del estudiante de arquitectura, se propone un ejercicio proyectual consistente en el diseño y construcción de un juego para niños relacionado con la arquitectura que ha propiciado una reflexión sobre su propio aprendizaje, la consolidación de sus conocimientos y la búsqueda de situaciones para transferir estos resultados a la sociedad. The game is emotion and without emotion there is no meaningful learning. Emotion is the secret ingredient of learning, neuroscience says, and it is a fundamental piece for those who teach and for whom they learn. This has been the engine of the experiment carried out at the School of Architecture of Valencia (ETSA), in second and fifth years in subjects of architectural projects during the courses 2015-16 and 2016-17, to reflect on the process of learning in the subject of architectural projects. In order to relate the game as a learning engine and the creative process, and to explore the possibilities that both have in the formation of the student of architecture, a project exercise is proposed, consisting in the design and construction of a children's game related to the architecture that has led to reflection on their own learning, consolidation of their knowledge and the search for situations to transfer these results to society.

This study presents a mathematical model of recombinant protein expression, including its development, selection, and fitting results based on seventy fed-batch cultivation experiments from two independent biopharmaceutical sites. To resolve the overfitting feature of the Akaike information criterion, we proposed an entropic extension, which behaves asymptotically like the classical criteria. Estimation of recombinant protein concentration was performed with pseudo-global optimization processes while processing offline recombinant protein concentration samples. We show that functional models including the average age of the cells and the specific growth at induction or the start of product biosynthesis are the best descriptors for datasets. We also proposed introducing a tuning coefficient that would force the modified Akaike information criterion to avoid overfitting when the designer requires fewer model parameters. We expect that a lower number of coefficients would allow the efficient maximization of target microbial products in the upstream section of contract development and manufacturing organization services in the future. Experimental model fitting was accomplished simultaneously for 46 experiments at the first site and 24 fed-batch experiments at the second site. Both locations contained 196 and 131 protein samples, thus giving a total of 327 target product concentration samples derived from the bioreactor medium.

En la construcció d'una ciutat inclusiva, la infància té un paper fonamental i dissenyar l'espai tenint en compte la necessitat de protecció i de socialització enfront de la relació del joc amb la infància pot ser un bon punt de partida per a reflexionar sobre les condicions de l'espai urbà. En aquest context, des de l'Escola Tècnica Superior d'Arquitectura de València, s'han dut a terme quatre concursos des del curs 2014-15 fins al curs 2021-22, realitzats per estudiants d'arquitectura, per a construir espais on nens i nenes poguessin jugar. L'anàlisi dels plantejaments, objectius i propostes guanyadores dels concursos permeten mostrar una evolució que aposta per situar a la infància en el centre de la reflexió sobre l'espai dissenyat, reclamant-la com a agent transformador de l'espai arquitectònic i de la ciutat. Des dels primers concursos plantejats per a construir un play-house “per a la infància” fins a l'últim, desenvolupat en el curs 2021-22, per a construir un espai urbà “amb la infància”, els resultats evidencien unes condicions que es distancien de la construcció d'un objecte o lloc especialitzat i ofereixen a la infància alternatives enfront de la dualitat entre subjecte lliure i subjecte protegit en relació amb el joc i la ciutat, apostant per un progressiu acostament cap a una societat més inclusiva i participativa. In constructing an inclusive city, children have a fundamental role to play because if spaces - private or public - take this part of the population into account, they will serve the whole of society. From this perspective, a good starting point is designing space with children in mind. In this context, the Valencia School of Architecture has carried out several initiatives to design and build spaces where children can play. Through four competitions, carried out by architecture students and graduates in the last two years, the results are presented in order to make visible the importance that the child's vision has had and continues to have in the processes of generation or transformation of space. The analysis of these competitions and their evolution are committed to placing children at the centre of the reflection on the designed space, reclaiming them as transforming agents of the architectural space and the city. From the first competition to build a playhouse for children - in the 2014-15 and 2015-16 academic years - to the last one, developed in the 2021-22 academic year, to build an urban space with children, there is evidence of an evolution in the competition statements, in the proposals presented and in the evaluation that shows a progressive approach towards a more inclusive and participatory society. En la construcción de una ciudad inclusiva, la infancia tiene un papel fundamental y diseñar el espacio teniendo en cuenta la necesidad de protección y de socialización frente a la relación del juego con la infancia puede ser un buen punto de partida para reflexionar sobre las condiciones del espacio urbano. En este contexto, desde la Escuela Técnica Superior de Arquitectura de Valencia, se han llevado a cabo cuatro concursos desde el curso 2014-15 hasta el curso 2021-22, realizados por estudiantes de arquitectura, para construir espacios donde niños y niñas pudieran jugar. El análisis de los planteamientos, objetivos y propuestas ganadoras de los concursos permiten mostrar una evolución que apuesta por situar a la infancia en el centro de la reflexión sobre el espacio diseñado, reclamándola como agente transformador del espacio arquitectónico y de la ciudad. Desde los primeros concursos planteados para construir un play-house “para la infancia” hasta el último, desarrollado en el curso 2021-22, para construir un espacio urbano “con la infancia”, los resultados evidencian unas condiciones que se distancian de la construcción de un objeto o lugar especializado y ofrecen a la infancia alternativas frente a la dualidad entre sujeto libre y sujeto protegido en relación con el juego y la ciudad, apostando por un progresivo acercamiento hacia una sociedad más inclusiva y participativa.