Multisensory School Design and Learning Motivation: Amplifying Coastal Children’s Voices in Batam Island Primary School

Abstract

School grounds shape children’s learning experiences through functional and sensory stimulation. However, in Batam Island, school grounds are often limited in design, with a stronger emphasis on practicality rather than multi-sensory stimulation. This research investigated how multi-sensory school design fosters intrinsic learning motivation among primary school children, focusing on coastal contexts such as Batam Island, Indonesia. Using a mixed-methods approach, this research comprised a systematic literature review with questionnaires administered to purposively selected students. The questionnaire consisted of two sections, with the first section using a Likert scale and the second section investigating through descriptive statistical techniques. Findings revealed that children, whose lives are closely intertwined with coastal nature, value clean environments, nature-inspired and soft color palettes, age-appropriate furniture and seating arrangements, subtle plant-based scents, smooth tactile surfaces, restorative soundscapes, and natural outdoor play areas. These environmental elements influence psychological, cognitive, and social dimensions that sustain intrinsic learning motivation. By amplifying coastal children’s voices, this research advocates the value of participatory approaches to school design in distinctive geographic and socio-cultural milieu. Ultimately, multi-sensory school design offers a pathway to advancing SDG 4 (Quality Education), which calls for inclusive, equitable, and lifelong learning opportunities for all.