Design Of Learning Spaces Research Articles

Unveiling Community Needs and Aspirations: Card Sorting as a Research Method for Developing Digital Learning Spaces

<p style="text-align:justify">This pilot study is part of a larger “Decolonization of Digital Learning Spaces” project, which aims to develop research tools for communities that are remote and/or excluded geographically, politically, economically, socially, culturally, and linguistically. The project’s ultimate goal is to work alongside these communities to design their own digital learning tools, networks, and online educational environments by accessing and leveraging their knowledge and skills. Testing the single-criterion card sorting method is the first step toward this goal. Card sorting is an easy, enjoyable, and cost-effective method for data collection and analysis, particularly for researchers working in remote areas with limited access to electricity or the Internet. The pilot explored single-criterion card sorting as a method to elicit knowledge from two diverse cultural and linguistic groups engaged in learning activities within their communities. These groups were from a Deaf and Hard of Hearing (DHH) community in Canada (engaged in a bow-making workshop) and a rural Kabyle community in Algeria (engaged in a traditional cooking lesson). Despite low participant numbers, distinct patterns emerged, indicating the method's effectiveness. The results, though anticipated, were non-random, demonstrating the potential of card sorting in producing patterns indicative of how individuals and/or communities categorize their world(s). Kabyle sortings focused on ingredients, highlighting older individuals as teachers passing along knowledge, while the DHH sortings emphasized face-to-face contact and hand movements in communication. The findings, though modest, established relationships, provided insights into the research context and offered logistical understanding, paving the way for further work with DHH and Kabyle communities towards the design of digital learning spaces.</p>

A Case Study on the Design of Outdoor Play Learning Space for Eco-Friendly Children

A Case Study on the Design of Outdoor Play Learning Space for Eco-Friendly Children

A Systematic Literature Review of Design Considerations, Challenges and Guidelines in Primary School Physical Learning Space Design

A Systematic Literature Review of Design Considerations, Challenges and Guidelines in Primary School Physical Learning Space Design

Using a Technology-Enhanced Active Learning Classroom to Teach English: A Help or Hindrance?

Educators view active learning as a pedagogical enabler for preparing students for the demands of today’s workplaces and equipping students with 21st century skills such as critical thinking, problem solving, collaboration, and teamwork. However, there seems to be a noticeable incongruity between the eagerness on the development of 21st century skills and the learning spaces where these skills are intended to be acquired. The significance of learning spaces and their potential for facilitating or impeding students’ active engagement should not be overlooked. Considering the indispensability of technology in today's world, its integration becomes crucial not only in today's pedagogy and curriculum but also in the design of learning spaces. This study aims to investigate teachers’ perspectives of teaching in a technology-enhanced active learning (TEAL) classroom by exploring their experiences of using the TEAL classrooms, the factors affecting their experiences, and how these factors shape teaching experiences from the viewpoint of teacher participants. This study adopts a mixed methods approach where quantitative and qualitative data collection and analysis are incorporated to address the research questions. Findings of the study suggest that the majority of classroom users had a positive overall impression of the TEAL classrooms with some discussing the challenges they encountered. Analysis of the data shows both classroom-related and non-classroom related factors influencing teachers’ teaching experiences. Classroom-related factors encompass aspects such as classroom layout and the technology embedded within the classroom environment. On the other hand, non-classroom related factors are classified into course-related, teacher-related, and student-related factors.

Homing into school to create the ideal classroom: young people want to combine the best of home and school learning environments

ABSTRACT We asked 28 young people (16–18 Years old) from two schools in Lancashire to reflect on their COVID-19 experience and Co-Design the ideal learning environment. In this paper, we present young people’s vision for the ideal classroom that combines the best of the home and school learning environments. Young people would like to have flexible furniture arrangements, with space for group and individual activities, a bespoke learning environment that can be appropriated and adjusted according to individual preferences (e.g. sound, light, temperature, ventilation levels). Furthermore, they aim for comfortable environments with earth colours, natural materials and a direct connection with nature. We argue the importance of taking young people's perspectives presented here to inform future policy, the design of learning spaces and school rebuilding programmes.

Investigating User Feedback for Learning Space Design in Primary Schools of Shandong Province, China

A well-designed learning environment is crucial for enhancing both the physical and mental health of students, which in turn improves their learning outcomes. However, many classrooms in China, particularly in rural areas, were constructed and designed several decades ago, so it is essential to redesign these learning spaces to align with the requirements of 21st Century education. This study aims to develop the stimulation, individuality, and naturalness (SIN) theoretical framework for identifying the learning environment of current classroom by examining the full range of sensory effects experienced by individuals. This study conducted qualitative interviews with 72 students and 18 class teachers to explore major issues with their existing learning spaces in four primary schools in Shandong Province of China. The results show that high temperatures and poor air quality are frequently raised by respondents, which directly impact students’ learning experience. This finding confirms naturalness likely underpins human comfort. Teachers and students felt that the classroom should be improved from the aspects of crowded space, imperceptible decoration, congestion and monotonous layouts. The study emphasised the important factors that designers and policymakers should consider to promote a comfortable, efficient, and healthy learning environment.

Outcomes of Biophilic Design for Schools

Biophilia is the theory that humans are innately connected to nature. As a basis for forming built space, biophilic design has been proven to reduce stress, improve cognition and enhance mood—it makes us happier. In the last 20 years, research in learning spaces has shown an association between biophilic design and student mood, calmness and improved standardized test scores. In 2019, a group of architects, scientists and educators led an experiment involving 6th-grade Math students at the Green Street Academy, which found that student stress was significantly reduced and learning significantly improved in a classroom enriched with biophilic strategies. The architects applied these strategies to the design of Bethel Hanberry Elementary School, and after a year of occupancy, an independent assessment found positive perceptions of the biophilic design, fewer behavior referrals, better teacher retention, lower absenteeism and improved test scores. In both a controlled research experiment and real-world application, the design of learning space, using biophilic strategies, has a significant impact.

Developing new healthcare practice learning environments through a third-space reflective practice approach: a case study

PurposeThe creation of new practice learning environments for healthcare students promotes the development of professional judgement skills and decision-making. Through the modelling of established practices across other subject disciplines, Healthcare Technicians designed and created the Clinical Skills Lounge to support student learning outside of scheduled classes.Design/methodology/approachThe design and development of a new learning and simulation space for healthcare students was created following feedback from students. Using a model of learning support for students across the creative subject disciplines, the creation of the Clinical Skills Lounge provided an opportunity to create a space where practical techniques could be practiced and support provided by Technicians.FindingsStudent feedback highlights the importance and flexibility of the Clinical Skills Lounge design and opportunities to learn and practice key skills outside of timetabled sessions. Greater confidence and opportunities to further develop decision-making skills were reported by students who use this space.Originality/valueThis particular type of learning environment promotes greater reflection, provides the opportunity for students to learn alongside their peers and encourages inter-professional learning. The opportunities for greater decision-making, confidence building and preparation for clinical placements.

Promoting technological literacy through virtual game-based field trips: Effects on knowledge, attitudes, and gender

Virtual field trips in combination with digital game-based learning offer great potential for creating new learning environments, especially for geography education. Those approaches are not only needed to transfer knowledge but also to contribute to creating a more technologically literate society. For the future design of learning spaces and the corresponding professional development of teachers, it is indispensable to learn what the pedagogical advantages and limitations of fully virtual game-based approaches are. For this, it is necessary to know whether purely virtual concepts differ in knowledge transfer from those applied in technology-supported field trips on site. When it comes to promoting technological literacy, additional relevant questions are whether there are influences on participants’ attitudes toward modern technologies and whether there are implied gender effects in this regard. An empirical comparative study of a total of n=110 German high school students was conducted using a survey to answer these questions. Key results are that actual and virtual designs using technology-supported game-based learning approaches can be equally effective in knowledge transfer. Further certain technology-averse attitudes could be identified, which were more prevalent among females than males. This gender gap could be leveled out by the effects of the virtual game-based field trip. Across genders, the levels of aversion were reduced, as well, while affirmative attitudes toward modern technology rose.

Close Textual Analysis and the Design of Learning Spaces

This paper is a close textual analysis of what learning is in the context of learning spaces. The aim is for critical rhetorical discourse to what scholars say or write about a topic and the deeper meaning of their words. The close textual analysis is about the influence of learning spaces to have significant experiences for the network generation born in an era of information technology. The paper is to introduce a reason to pay close attention to the process of textual analysis. The process with its complexity reveals the creative density of rhetoric as well as the reason behind the words. Our compass point toward understanding what learning truly means within the context of learning spaces. But this journey is no mere academic exercise; it is a call to engage in critical rhetorical discourse, where ink meets parchment, and ideas crystalize. This study reveals how symbolic action, form and content, context, and creative concentration function within the artifact. The claim is that proposition for close textual analysis is to prepare the listener to listen and hear the importance of rhetorical discourse is taking place, as well as understanding of words to gain meaning to rhetorical discourse and critical thinking.

A study of informal learning spaces in university student residences based on ergonomics

Student residences are the main place of informal learning for students, extending the function of structured formal learning spaces. Instead of presenting a monotonous and mechanical atmosphere, these informal learning spaces should create a comfortable and relaxing environment. The design of informal learning spaces in student flats is directly related to students' learning efficiency and physical and mental health. Most of the existing studies have examined and researched the informal learning space or ergonomics from a single point of view, but few scholars have considered the design of informal learning space in college student apartments from the perspective of ergonomics. Therefore, this paper firstly defines the connotation of informal learning space in college student flats, then analyses the human-machine-environment system of informal learning space in college student apartments based on human-computer science, and finally puts forward suggestions for the design of informal learning space in college student apartments.

Perceptual Learning for Promoting Design Thinking in Space Design Education

The application of real-time visualization and virtual reality (VR) technology was examined to promote students’ design thinking in space design education. Learning space design, such as architecture and interior design, takes a series of iterations of training to nurture their imagination of how to translate their idea into a physical format. While design thinking refers to ideating, prototyping, testing, and implementing, educational methods for space design linearly provide students with an opportunity by employing this procedure. Traditionally, academic tools for space design education have been drawing, model making, and, recently, computer rendering. However, these methods differ from prototyping in design thinking regarding physical experience. It lacks the problem-finding, and cannot articulate the feedback system. Thus, this study was carried out to implement perceptual learning and training by data processing via acquired visual experience. With real-time visualization and VR technologies, spatial design prototypes were developed virtually. After the perceptual learning, the result evaluation was carried out with a qualitative analysis of the participants and a quantitative analysis of pre-course and after-course questionnaires. Afterward, the teaching experience of perceptual learning and findings were discussed.

Clinical Affordances: Towards an Ecological Account of Health Affordance and Design of Clinical Learning Spaces

In this article, we address the following question: how should clinical environments be designed to promote learning opportunities for clinicians? We develop an ecologically-informed account of learning opportunities informed by Gibson’s influential ecological theory of perception (Gibson, 1977, 1979). The so-called ‘push-pull’ account is proposed as a framework in which we can conceptualise how affordances are formed and actioned across different areas of clinical practice. We develop an account of health-care-related affordances that is discussed in relation to surgical training with a particular emphasis in terms of how skills are acquired in the use of robotic surgical techniques. Our primary focus is on the performative aspects of surgical performative process. We situate the current discussion in relation to a broader discussion about skills development in the context of healthcare as well as the future design of clinical spaces.

The Construction of the Pedagogical Space from the Narratives of the Early Childhood Education Teachers

Environments or learning spaces in school classrooms contribute to the improvement of educational processes. Specifically, in the Early Childhood Education, teachers can design learning spaces, which fosters an environment of safety and autonomy for the students of the Early Childhood Education. This study explores the teachers' narratives concerning the meanings they assign to the school space, the criteria by which they design and transform it, and its connection to model of educational. We have collected 34 stories of pre-primary education teachers through a semi-structured interview in which they had to reflect on this pedagogical design. As most relevant result we identify a model sustained under constructivist or cognitive criteria, rather than a dialogical one. We conclude that this epistemological perspective of the construction of the school environment should be oriented towards a more participatory and co-constructed model of the educational space.

Survey of Teachers’ Perception of Future School Learning Space

The cultivation of students’ core competencies is a worldwide issue. Transforming the learning environment to promote innovative pedagogy has become a trend. As a critical role in students’ cultivation, teachers’ perception of learning space has the direct effect on learning outcomes. This study aims to investigate the teachers’ perception of the new learning space. A teacher’s perception of future school learning space scale is developed to collect the data, which includes 8 subscales and 35 items, 355 teachers participated in the study. Result of Descriptive statistics and Independent-samples t-tests indicated that: (a) Future School Learning Space Scale is reliable and effective; (b) teachers’ perception of Comfortability of learning space, Constructive Learning, Differentiation Learning are relative higher, Cloud Technology and Connectivity are both lower; (c) Teachers in different group, such as gender, teaching experience and type of school have significant difference in their perception of future learning space. Implications for Chinese future learning space design and construction have discussed.

Konsep Arsitektur Organik pada Perancangan Politeknik Pertanian dengan Pendekatan Piramida Efektivitas Belajar

This architectural design explores the application of the millennial concept in organic architecture at the Indramayu Agricultural Polytechnic with a learning effectiveness pyramid approach. Focusing on millennial values ​​such as collaboration, sustainability, and technology integration, the learning space design is designed to maximize learning effectiveness. By integrating natural beauty, sustainability and technology, this research aims to create an innovative and sustainable learning environment at the Indramayu Agricultural Polytechnic, encouraging student interaction and critical thinking according to the pyramid concept of learning effectiveness.

Design guidelines for formal learning spaces: A narrative review

This review focused on learning space design guidelines and users’ well-being. Design guidelines can provide valuable assistance and direction to both designers and users in creating and using effective spaces. Nevertheless, learning spaces frequently overlook real user needs, which results in conflicts and contradictions between the space provided and users’ requirements. Furthermore, given the evolution of learning content and 21st century experiences and technological integration in learning environments, specific learning space guideline aspects might unintentionally limit learning. The narrative literature review method was used to identify existing issues in current design space guidelines. Areas for improvement and suggestions were presented to improve guideline alignment with users’ needs, which would ultimately enhance their well-being and learning outcomes.

Exploring efficiencies of informal learning space: a case study

PurposeSystematic efforts to study students' use of informal learning spaces are crucial for determining how, when and why students use such spaces. This case study provides an example of an effort to evaluate an informal learning space on the basis of students' usage of the space and the features within the space.Design/methodology/approachUse of heatmap camera technology and a semi-structured interview with a supervisor of an informal learning space supported the mixed-methods evaluation of the space.FindingsFindings from both the heatmap outputs and semi-structured interview suggested that students' use of the informal learning space is limited due to the location of the space on campus and circumstances surrounding students' day-to-day schedules and needs.Practical implicationsFindings from both the heatmap outputs and semi-structured interview suggested that students' use of the informal learning space is limited due to the location of the space on campus and circumstances surrounding students' day-to-day schedules and needs. These findings are actively contributing to the authors’ institution’s efforts surrounding planning, funding and design of other informal learning spaces on campus.Originality/valueWhile most research on instructors' and students' use of space has taken place in formal classrooms, some higher education scholars have explored ways in which college and university students use informal spaces around their campuses (e.g. Harrop and Turpin, 2013; Ramu et al., 2022). Given the extensive time students spend on their campuses outside of formal class meetings (Deepwell and Malik, 2008), higher education institutions must take measures to better understand how their students use informal learning spaces to allocate resources toward the optimization of such spaces. This mixed-methods case study advances the emerging global discussion on how, when and why students use informal learning spaces.

Designing primary school grounds for Nature-based learning: A review of the evidence

AbstractNature-based learning within the primary school curriculum offers numerous potential benefits. However, there is a lack of clarity about how school grounds can be designed to enable effective nature-based learning. There is also little knowledge of how specific features within green school grounds contribute to specific desirable outcomes, such as improved academic performance or health. To address this gap, a systematised review of peer-reviewed academic literature was undertaken, with 173 databases searched from January to December 2021. The search included studies of nature-based learning on school grounds and literature concerned with the design of green school grounds for fostering nature connectedness and broader educational outcomes for primary school children aged 5 to 11. No date or geographical restrictions were applied. Of a total of 285 articles initially identified, 11 matched the inclusion criteria. Results from these indicate significant research gaps on the design of green learning spaces in schools. While studies note apparent positive links between nature-based learning in school grounds and improved subject-specific learning, wellbeing, and nature connectedness, there is very little empirical evidence of how specific design features are linked to specific outcomes. Furthermore, the current evidence base is poorly representative of different social, cultural, and geographical contexts and not fully reflective of all primary schooling ages. The challenging contexts of urban schools and schools with small footprints are also inadequately addressed. These findings indicate an urgent need for increased research to guide the design of school grounds for the implementation of nature-based learning programmes for primary school learners.

Hybrid Flexible (HyFlex) learning space design and implementation at graduate level: An iterative process

Hybrid Flexible (HyFlex) learning space design and implementation at graduate level: An iterative process