1. ZHAW digitalcollection
  2. Architektur, Gestaltung und Bauingenieurwesen
  3. Publikationen
  4. Publikationen Architektur, Gestaltung und Bauingenieurwesen
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dc.contributor.authorEmo, Beatrix-
dc.contributor.authorFarquet, Gregoire-
dc.contributor.authorKaijima, Momoyo-
dc.contributor.authorHoelscher, Christoph-
dc.date.accessioned2021-09-18T12:59:07Z-
dc.date.available2021-09-18T12:59:07Z-
dc.date.issued2021-
dc.identifier.urihttps://digitalcollection.zhaw.ch/handle/11475/23144-
dc.description.abstractBackground: 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.de_CH
dc.language.isoende_CH
dc.publisherSpringerde_CH
dc.relation.ispartofCognitive Processingde_CH
dc.rightsLicence according to publishing contractde_CH
dc.subjectLearning spacede_CH
dc.subjectInformal learningde_CH
dc.subjectArchitectural designde_CH
dc.subjectSpatial cognitionde_CH
dc.subjectUser experiencede_CH
dc.subject.ddc378: Hochschulbildungde_CH
dc.subject.ddc720: Architekturde_CH
dc.titleLinking the design of university learning spaces to students' experiencede_CH
dc.typeKonferenz: Sonstigesde_CH
dcterms.typeTextde_CH
zhaw.departementArchitektur, Gestaltung und Bauingenieurwesende_CH
zhaw.organisationalunitInstitut Urban Landscape (IUL)de_CH
dc.identifier.doi10.1007/s10339-021-01058-xde_CH
zhaw.conference.details8th International Conference on Spatial Cognition (ICSC 2021), Rome, 13-17 September 2021de_CH
zhaw.funding.euNode_CH
zhaw.issueSuppl 1de_CH
zhaw.originated.zhawYesde_CH
zhaw.pages.startS45de_CH
zhaw.publication.statuspublishedVersionde_CH
zhaw.volume22de_CH
zhaw.publication.reviewPeer review (Abstract)de_CH
zhaw.webfeedDIZH Fellowshipde_CH
zhaw.author.additionalNode_CH
zhaw.display.portraitYesde_CH
Appears in collections:Publikationen Architektur, Gestaltung und Bauingenieurwesen

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Emo, B., Farquet, G., Kaijima, M., & Hoelscher, C. (2021). Linking the design of university learning spaces to students’ experience [Conference presentation]. Cognitive Processing, 22(Suppl 1), S45. https://doi.org/10.1007/s10339-021-01058-x
Emo, B. et al. (2021) ‘Linking the design of university learning spaces to students” experience’, in Cognitive Processing. Springer, p. S45. Available at: https://doi.org/10.1007/s10339-021-01058-x.
B. Emo, G. Farquet, M. Kaijima, and C. Hoelscher, “Linking the design of university learning spaces to students’ experience,” in Cognitive Processing, 2021, vol. 22, no. Suppl 1, p. S45. doi: 10.1007/s10339-021-01058-x.
EMO, Beatrix, Gregoire FARQUET, Momoyo KAIJIMA und Christoph HOELSCHER, 2021. Linking the design of university learning spaces to students‘ experience. In: Cognitive Processing. Conference presentation. Springer. 2021. S. S45
Emo, Beatrix, Gregoire Farquet, Momoyo Kaijima, and Christoph Hoelscher. 2021. “Linking the Design of University Learning Spaces to Students’ Experience.” Conference presentation. In Cognitive Processing, 22:S45. Springer. https://doi.org/10.1007/s10339-021-01058-x.
Emo, Beatrix, et al. “Linking the Design of University Learning Spaces to Students’ Experience.” Cognitive Processing, vol. 22, no. Suppl 1, Springer, 2021, p. S45, https://doi.org/10.1007/s10339-021-01058-x.


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