Children’s experience of autonomy in a flexible learning environment.

Classrooms are being built and redesigned in new and different ways. There is limited research to inform policy and practice on how children and young people experience the physical environment, particularly in contexts where they have agency in their decisions about their use of space. This article outlines research that explored how aspects of the physical classroom environment influences students’ experiences of learning at an elementary school in New Zealand. Data were gathered through environmental sensors which measure light, sound, CO2, air quality, temperature and humidity. Students and teachers were fitted with wearable technology that tracked their position and use of space. Students were surveyed, and teachers interviewed to identify pedagogical decisions and how children used the space. Data were synthesised using data visualisation. Five socio-material aspects were identified