An inquiry into the learning environment preferences of undergraduate design students: What spaces encourage their motivation and engagement?

Abstract

The literature indicates that the physical design and built environment which students spend their time within has a direct influence on their wellbeing and subsequent engagement with their studies. Furthermore, a major shift in contemporary pedagogical approaches from traditional teaching methods to more active learning has also had implications on the physical design of space. In contemporary higher education institutions, new pedagogic approaches may not necessarily match room layouts and design. This research draws upon the personal experience of the researcher, who has worked within the construction industry as an interior designer for over twenty years, been a part time lecturer in higher education for five years, and engaged in substantial professional development as an educator. The researcher’s combined perspective as a designer, lecturer, and lifelong learner revealed a possible conflict between pedagogical approaches and the physical environment of the classroom.

This qualitative, interview-based study aims to discover student preferences and to explore their personal rationale for these, as well as their perceptions of how the physical environment impacts their engagement and wellbeing while on campus. In addition, data collected on classroom layouts indicated the participants had diverse opinions on how they viewed the design of a learning environment. Analysis of the data indicates an association between student preferences and internal scripts (Kollar et al., 2014), which relate to our previous experiences, which in turn, can influence how we perceive a new environment. Physical attributes associated with indoor lighting/views, acoustics, and temperature were also found to be concerns with the participants.

Moreover, access to college facilities and being able to navigate the campus easily was expressed as a dissatisfaction. This study provides insight into the implications of the built environment on student wellbeing and their sense of belonging. An implication of this study is: students could contribute to and inform the design of learning spaces which would enhance their on-campus experience.