The relationship between built environments and sensory perception significantly impacts psychological well-being and human interactions. Recent studies in environmental psychology and neuroscience have demonstrated how the multisensory quality of a space influences emotions, cognition, and behaviour (Abbass et al., 2024; Pallasmaa, 2012; Malnar & Vodvarka, 2004). Sensory design, which integrates visual, tactile, auditory, and olfactory elements, emerges as a key strategy for creating environments that foster comfort, attention, and social interaction (Gifford, 2014). Specifically, spatial perception is not solely a visual experience but a multisensory process where the coherence between stimuli profoundly affects subjective experience and the quality of communication (Mehrabian & Russell, 1974). For instance, environments with high sensory quality, featuring natural light, welcoming materials, and harmonious sounds, can stimulate positive emotional states and enhance social engagement (Kaplan & Kaplan, 1989; Ulrich et al., 1991). Conversely, sensorily deprived spaces, characterised by overstimulation or those lacking coherence in sensory characteristics, can generate stress, anxiety, and isolation (Evans & Cohen, 1987). Within the field of interior design and experience design, it is therefore essential to understand how spatial and sensory configurations shape perception and behaviour (Heschong, 2002; Joye & Dewitte, 2016). Recognising the importance of the sensory dimension, this article aims to discuss the complex relationship between individuals and spatial environments, with a particular focus on the communicative dimension. The authors report on a didactic experiment, its structure and organisation, in which teachers and staff implemented an active learning approach based on 'ice-breaking' activities to reflect on human and spatial interactions. Over the course of an intensive design week, 12 students were guided and supported in the exploration and analysis of familiar environments, prompting them to focus on sensory aspects, which can generate both positive and negative emotions. The experiments focused on understanding how sensory experiences shape human interactions with spaces and how communication flows in these environments. Through theoretical sessions and structured and exploratory field activities, the didactic experiment aimed to cultivate a critical understanding of the sensory dimensions of space, encourage collaboration and promote a transdisciplinary approach in the application of communication, spatial and experience design. By translating their findings and solutions into a tangible design outcome, the students illustrated the results of their exploration while contributing to a broader discourse on the interaction between sensory perception, technology and spatial design. The results of the experiment presented in the article reveal a heightened awareness among participants of the often-overlooked sensory cues that inform spatial experience. Students demonstrated an increased capacity to identify and articulate sensory imbalances and synergies within their environments, translating these observations into spatial interventions prioritising human comfort and interaction. Moreover, the experiment highlighted the value of participatory and reflective methodologies in design education, reinforcing the potential of sensory-focused design to bridge disciplines and cultivate human-centred approaches to space-making.

Keywords: Spatial Design, communication design, design education, active learning.