Age - For example: Gen X, Gen Y, Baby Boomers

Vasquez and colleagues studied children’s (their sample was kindergarteners, 3.5 – 6.6 years old) classroom design preferences. They determined that “young children can differentiate lighting needs according to the activity performed. Visual contact with the view seen through the classroom window was important to the children, with a higher preference for natural views. . . . the children preferred the classroom with open curtains. . . . most of the children enjoyed looking out of the window, without any difference related to gender or age.

Evans continues his important work linking the spaces where children grow up to their later-in-life experiences.  He reports that “Child development reflects interactions between personal characteristics and the physical and social environment. . . . In this article, I describe . . . physical-setting characteristics that can influence child development, focusing on environmental stressors such as noise, crowding, and chaos along with structural quality of housing, day care, and schools.

Ross and team’s research confirms that responses to sensory experiences by children do not always directly align with those of adults, a finding that supports user age group-specific research.  The investigators report that “When adults are presented with basic multimodal sensory stimuli, the Colavita effect suggests that they have a visual dominance, whereas more recent research finds that an auditory sensory dominance may be present in children under 8 years of age. . . .