High School Students’ Perceptions of Flexible Classrooms: An Analysis of Attention, Motivation, Interaction, and Comprehension

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Abstract
Introduction. Flexible classroom spaces, characterized by movable tables and chairs that can be easily rearranged into different layouts, facilitate the effective implementation of active learning. However, there is a scarcity of studies examining the impact of flexible classrooms, particularly within high school settings and the Latin American context. Objective. This study aimed to examine high school students’ perceptions of the influence of flexible classrooms on their attention, interaction, motivation, and comprehension. Method. A survey was conducted with 98 students from a high school in the metropolitan area of Monterrey who attended courses in flexible classrooms. Results. The results indicate that students have more positive perceptions of interaction and motivation as learning components influenced by flexible classrooms, compared to their perceptions of attention and comprehension. Additionally, it was found that students in more advanced semesters expressed less positive perceptions of how flexible classrooms enhance their comprehension. Conclusion. High school students perceive flexible classrooms as fostering peer interaction, which in turn contributes to an increase in their learning motivation.