The Effect of Built Environment on Students` Interactions in Informal Spaces of Architecture Schools, Two Case Studies in Iran*

Authors

1 Assistant Professor, Faculty of Architecture and Art, Bu-ali sina University, Hamadan, Iran.

2 MA Student, Faculty of Architecture and Art, Bu-ali sina University, Hamadan, Iran.

Abstract

 
Students’ social life in all formal and informal spaces of the faculty can greatly influence their learning process. These interactions are more regarded through training design as a social art which is involved to others from the very beginning such as understanding the problem to final steps and implementation. An issue which is important before interactions through educational structure of architecture schools is a proper environment for these interactions which are mostly disregarded in designing educational spaces. Since environmental qualities can make potentials or limits for social interactions and be effective on students’ place preference (attracting groups and gatherings), studying these effective factors is important in order to qualify architecture educational spaces. In this research, first we gathered researchers` queries about the role of built space toward social interactions in order to find the influential factors. Then these factors were classified _based on canter model of place_ in three parts as physical aspects of place, activities and semantic aspects of place. The factors included proper facilities for sitting, variety and choice, aesthetic, dimensions and proportions of the space, space organization, light and noise, adjacent functions and visibility for physical aspects; passive and active avocation for activities and sense of belonging and concept of being collective and public for semantic aspects of place. Afterward, type and way of students’ interactions and effective environmental factors for facilitating or limiting these interactions are studied by qualitative research on architecture faculty of Bu-Ali-Sina University and Fine Arts campus as two case-studies. The qualitative research was conducted by means of interviews and observations and the results used for completing the canter based framework of the study. So food access, access to academic facilities and connection to open space were added to physical aspect and sense of place to semantic aspects. In this research, data are gathered through using interview, observation and questionnaire. First, effective place factors are offered by using interviews, observations and previous studies based on Canter model of place. The factors extracted from interviews and observations were presented as a questionnaire to a larger sample in order to find each factor’s effect for student’s place preference in gatherings. Students should answered the questions separately for educational and friendly gatherings. Data were analyzed by SPSS software using Freidman and X2 tests. The results suggest that students prefer some informal places of the faculty for gathering which have some specific qualities; these specifications are different for educational and friendly gatherings. In friendly gatherings, Sense of belonging, friendly atmosphere of place, food access, dimensions and aesthetic are the most important factors in students’ place preference. On the other hand, the significant features in educational gatherings are space organization, access to academic facilities, lighting, silence and furniture. Altogether, semantic aspects for friendly gatherings and physical aspect for educational gatherings were more important than other factors. But in spite of the resemblances, there was a difference in describing the ideal social place between students of two faculties. In Bu-Ali-Sina University, the ideal place for friendly and educational gatherings are more similar than those of fine art faculty.
 

Keywords


آلتمن، ایروین (1382)، محیط و رفتار اجتماعی، علی نمازیان (مترجم)، انتشارات دانشگاه شهید بهشتی، تهران. (تاریخ انتشار متن اصلی 1975)
بنتلی، ایان و همکاران (1382)، محیط­های پاسخده: کتاب راهنمای طراحان، مصطفی بهزادفر (مترجم)، دانشگاه علم و صنعت، تهران. (تاریخ انتشار متن اصلی 1985)
بیسادی، مونا، مظفر، فرهنگ و حسینی، سید باقر (1392)، صفات فضایی مؤثر بر افزایش خلاقیت محققین در مراکز تحقیقات معماری و شهرسازی، مجله­ی فناوری آموزش، سال هشتم، شماره3، 239-249.
قانعی راد، محمد امین و ابراهیم آبادی، حسین (1389)، تأثیر ساختار اجتماعی آموزش بر عملکرد دانشجویان، فصلنامه­ی انجمن آموزش عالی ایران، شماره4، 1-27.
کارمونا، متیو و همکاران (1388)، مکان های عمومی، فضاهای شهری، فریبا قرائی و همکاران (مترجم)، انتشارات دانشگاه هنر، تهران. (تاریخ انتشار متن اصلی 2003)
کورت گروتر، یورگ (1375)، زیبایی شناسی در معماری، جهانشاه پاکزاد و عبدالرضا همایون (مترجم)، انتشارات دانشگاه شهید بهشتی، تهران. (تاریخ انتشار متن اصلی1987)
لنگ، جان (1381)، آفرینش نظریه‌ی معماری: نقش علوم رفتاری در طراحی محیط، علیرضا عینی فر (مترجم)، انتشارات دانشگاه تهران، تهران. (تاریخ انتشار متن اصلی 1987)
میرمقتدایی، مهتا (1388)، معیارهای سنجش امکان شکل­گیری، ثبت و انتقال خاطرات جمعی در شهر، نشریه هنرهای زیبا، شماره37، 5-16.
نوربرگ شولتز، کریستین (1382)، معماری، معنا و مکان، ویدا نوروز برازجانی (مترجم)، نشر جان­جهان، تهران. (تاریخ انتشار متن اصلی1988)
Canter, D (1977), the Psychology of Place, Architectural Press, London.
D. Fisher, Kevin (2009), Placing social interaction: An integrative approach to analyzing past built environments, Journal of Anthropological Archaeology, No. 28, 439–457.
Eisenhauer, B. W; Krannich, R. S & Blahna, D. J (2000), Attachments to special places on public lands: An analysis of activities, reason for attachments, and community connections, Society and Natural Resources, No. 13, 421-441.
Gehl, J (1986), Soft edges in residential streets, Scandinavian Housing and Planning Research, No. 3, 89–102.
Kasalı, A; Dogan, F (2010), Fifth-, sixth-, and seventh- grade students’ use of non-classroom spaces duringrecess: The case of three private schools in Izmir, Turkey, Journal of Environmental Psychology, No. 30, 518-532.
Kraut, R. E; Fussell, S. R; Brennan, S. E & Siegel, J (2002), Understanding effects of proximity on collaboration: Implications for technologies to support remote collaborative work, In P. Hinds, & S. Kiesler (Eds.), Distributed work, (pp. 137-162), MIT Press, Cambridge.
Lansdale, M; Parkin, J; Austin, S & Baguley, T (2011), Designing for interaction in research environments: A case study, Journal of Environmental Psychology, No. 31, 407-420.
Lokaitou-Sideris, A & Banerjee, T (1998), Urban Design Downtown: Poetics and Politics of Form, University of California Press, California.
McKenna, E.F (2000), Business Psychology and Organisational Behaviour, A Student’s Handbook, 3rd. ed. Hove, Psychology Press.
Oddvar, S & Tommy, G (1997), Effects of international space on neighboring, Journal of Environmental Psychology, No. 17, 181–198.
Peters, K; Elands, B & Buijs, A (2010), Social interactions in urban parks: Stimulating social cohesion?, Urban Forestry & Urban Greening, No. 9, 93-100.
Potapchuk, W.R; Crocker, J.P & Schechter, W.H (1997), Building community with social capital; chits and chums or chats with change, National Civic Review, No. 86, 129–139.
Rapoport, A (1977), Human Aspects of Urban Form, Pergamon, New York.
Relph, Edward (2007), Prospects for places, In: The urban design reader, Michael Larice and Elizabeth Macdonald Ed, Routledge.
Sailer, K & McCulloh, I (2012), Social networks and spatial configuration—How office layouts drive social interaction, Social Networks, No. 34, 47– 58.
Toker, U & Gray, D. O (2008), Innovation spaces: Workspace planning and innovation in U.S. University research centers, Research Policy, No. 37, 309-329.
Wang, N & Boubekri, M (2009), Behavioral Responses to Daylit Space: A Pilot Study, Journal of the Human-Environmental System, Vol. 12, No. 1, 15–25.