Document Type : Original Research Paper

Author

• Yousef Gorji Mahlabani

Architecture, Faculty of Architecture & Urbanism, Imam Khomeini International University, Qazvin, Iran

Abstract

ABSTRACT

Background and Objectives: One of the factors that affect architectural education is the design of the educational space, which affects the quality of students' learning; due to the practicality of this field and the students' influence on each other, the quality of the learning process in this field is improved due to the establishment of social interactions. Peer Learning is dominant in design education from two perspectives: first, architecture is important because of its theoretical and practical nature and the teaching of skills such as creative and critical thinking, teamwork, etc. Second, professional activities in this field are social, so students need to learn how to establish appropriate social interactions in the university. Spatial layout theory examines the relationship between the architectural body and the social interactions of that space to evaluate the impact of space on social relations. This article will investigate the effect of space on students' learning through social interactions and, in the end, introduce an optimal structure for architectural students' social learning.

Methods: This research examines the impact of space on social interactions and investigates the level of student learning based on existing interactions using both analytical and survey methods. The first section describes the components of spatial syntax, social interactions, and learning. Then, with the help of specialized spatial syntax software (Depth Map), the influence of various spatial arrangements is analyzed. Subsequently, using a questionnaire, the study explores learning and the level of social interactions in two different faculties: the Faculty of Architecture and Urban Planning at the International Imam Khomeini University and the Islamic Art University in Tabriz. These two faculties differ in physical and geometric characteristics and require different functions.

Findings: The spatial analysis of the two faculties is titled as follows: Based on the numerical data obtained from this analysis, the level of connectivity and interaction in the Faculty of Architecture and Urban Planning at the Islamic Art University of Tabriz is higher than that in the Faculty of Architecture and Urban Planning at the International Imam Khomeini University. The connectivity in the two axial plans and the visual field indicates that at the International Imam Khomeini University, due to spatial limitations, movement is concentrated in the entrance area and staircases of the building, which also limits the visual field. In contrast, at the Islamic Art University of Tabriz, due to its relatively spacious environment, movement is distributed throughout the entire faculty, and there is a satisfactory level of visual field. According to the questionnaire results, the average total of social interactions at the International Imam Khomeini University is lower than that at the Islamic Art University of Tabriz, with a ratio of 4.83 to 7.72.

Conclusion: The research results indicate that two factors, communication and connectivity, enhance permeability and spatial intelligibility, and contribute to the improvement of social interactions. Physical, architectural, aesthetic, security, perceptual, and functional elements impact the level of experiential learning, risk-taking, conversation, and interaction in the external environment, collectively leading to the enhancement of social learning quality for students. Therefore, an optimal design of the educational architectural environment that encompasses these aspects is necessary for promoting social learning.

Keywords

• Architecture education environment
• Social learning
• The effect of space on learning
• Quality of learning

Main Subjects

• Blended Learning