Publication type: Conference other
Type of review: Peer review (abstract)
Title: Linking the design of university learning spaces to students' experience
Authors: Emo, Beatrix
Farquet, Gregoire
Kaijima, Momoyo
Hoelscher, Christoph
et. al: No
DOI: 10.1007/s10339-021-01058-x
Published in: Cognitive Processing
Volume(Issue): 22
Issue: Suppl 1
Page(s): S45
Conference details: 8th International Conference on Spatial Cognition (ICSC 2021), Rome, 13-17 September 2021
Issue Date: 2021
Publisher / Ed. Institution: Springer
Language: English
Subjects: Learning space; Informal learning; Architectural design; Spatial cognition; User experience
Subject (DDC): 378: Higher education
720: Architecture
Abstract: Background: The paper draws on research at the intersection of spatial cognition and architectural design to examine how the design of a space can influence how people behave in it. We examine the potential of well-designed informal learning spaces for university students. The distinction of formal versus informal learning spaces comes from the learning sciences; whereas formal learning spaces are primarily designed for learning (e.g. classrooms), in informal learning spaces students typically combine learning with other activities, such as eating, drinking and socialising. Aims: To examine how students’ experiences of informal learning spaces are affected by the design of the space. Methods: We present findings from an online survey on how students experienced a set of temporary informal learning spaces. Spaces were rated for the following attributes: atmosphere, temperature, acoustics, light, electricity, wifi and accessibility. Additional survey questions provide more general feedback about how students experience the spaces. Results: Findings show that students rely on informal learning spaces for their studies and that they need more such spaces. While their basic learning needs are met in the current design, they expect a more comfortable atmosphere. Together with findings from social network studies, we argue that students’ learning experiences are improved when the spaces are well-designed. Conclusion: We relate the findings from this study to broader spatial cognition literature on how architectural design can align the intended and actual behaviour of individuals in space. We discuss the potential gain of designing more comfortable spaces that better fit with student users’ expectations.
Fulltext version: Published version
License (according to publishing contract): Licence according to publishing contract
Departement: Architecture, Design and Civil Engineering
Organisational Unit: Institute of Urban Landscape (IUL)
Appears in collections:Publikationen Architektur, Gestaltung und Bauingenieurwesen

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