Assessing psychophysiological responses to biophilic design in university library environments: a virtual reality study

Purpose This study investigates the impact of eight biophilic interior design features on the well-being of university students, utilizing immersive virtual reality (VR) as a simulation and evaluation tool. Design/methodology/approach A controlled experiment was conducted with 50 university students who experienced both biophilic and non-biophilic virtual library environments. Physiological responses were recorded using photoplethysmography (PPG) and continuous electrodermal activity (cEDA) wearable sensors, measuring electrodermal activity (EDA) and heart rate (HR), from which heart rate variability (HRV) was derived. Self-reported emotional states and environmental perceptions were assessed through pre- and post-biophilic exposure PANAS and Kellert-based questionnaires. Findings Results indicated that 68% of participants exhibited physiological patterns associated with positive engagement, and a further 24% exhibited patterns associated with calmness and reduced physiological arousal. Subjective responses generally corresponded with the physiological trends, showing significant and sometimes unexpected improvements in perceptions of daylight, background sound, seating design and overall spatial quality. Participants most frequently identified interior layout and form (22%) as the most influential design factor, followed by sound and comfort (18%), greenery and daylight (14%), outdoor views (10%) and natural textures (4%). Social implications Biophilic VR design can guide healthier, restorative educational interiors, supporting student well-being and stress reduction. Originality/value This study contributes new empirical evidence by combining psychophysiological assessment to evaluate eight biophilic design interventions in higher-education interiors.