지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2022.8
- 수록면
- 35 - 50 (16page)
- DOI
- 10.15187/adr.2022.08.35.3.35
이용수
초록· 키워드
오류제보하기
Background: The South Korean education system encourages classrooms to create a suitable environment for active interaction and high performance. However, human behavior can differentiate depending on one’s physical surroundings in the learning space. This research explores the effect that barriers and seating layouts have on classroom design and interaction performance through spatial syntax Visual Access and Exposure (VAE) analysis.
Methods: In the classroom, both instructors and students preferred having equal levels of visibility and information access with one another. Therefore, equal levels of Visual Access (VA) and Visual Exposure (VE) for each classroom inhabitant was recommended. The researcher analysed 16 types of barrier layouts for each of the 4 different standard classroom seating layouts, using VA and VE levels to determine preferable barrier designs that brought out the highest interaction performance among class participants. In total, there were 64 classroom samples, a combination of 16 variation types of barrier layouts, and 4 variation types of seating layouts, to run a VAE test.
Results: The highest interaction performance classroom design was selected by the lowest ranked coefficient of variation (CV) values of VA and VE. The barrier did affect the interaction level for classroom participants, and each seating layout had different barrier recommendations. The classroom sample with a closed barrier and a hallow-shape seating arrangement had the lowest CV for VA and VE levels.
Conclusions: Designing a space with an evenly distributed VA and VE level facilitates greater interaction. Thus, different barriers create a different environment to support group interaction. The data collected from this research offers a prototype design solution. Although not generally applicable to all classroom activities, the research results may be beneficial for design practitioners and space users looking to create or join an interactive and collaborative workspace. In addition, the results can provide insight into how spaces influence social relationships through human visibility.
Methods: In the classroom, both instructors and students preferred having equal levels of visibility and information access with one another. Therefore, equal levels of Visual Access (VA) and Visual Exposure (VE) for each classroom inhabitant was recommended. The researcher analysed 16 types of barrier layouts for each of the 4 different standard classroom seating layouts, using VA and VE levels to determine preferable barrier designs that brought out the highest interaction performance among class participants. In total, there were 64 classroom samples, a combination of 16 variation types of barrier layouts, and 4 variation types of seating layouts, to run a VAE test.
Results: The highest interaction performance classroom design was selected by the lowest ranked coefficient of variation (CV) values of VA and VE. The barrier did affect the interaction level for classroom participants, and each seating layout had different barrier recommendations. The classroom sample with a closed barrier and a hallow-shape seating arrangement had the lowest CV for VA and VE levels.
Conclusions: Designing a space with an evenly distributed VA and VE level facilitates greater interaction. Thus, different barriers create a different environment to support group interaction. The data collected from this research offers a prototype design solution. Although not generally applicable to all classroom activities, the research results may be beneficial for design practitioners and space users looking to create or join an interactive and collaborative workspace. In addition, the results can provide insight into how spaces influence social relationships through human visibility.
목차
Abstract
1. Introduction
2. Method
3. Result
4. Conclusion
References
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