Space Planning and Environment on Students' Learning

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ABSTRACT

Students' studying efficiency is strongly related to their physical surroundings. Many studies

about libraries and classroom designing in terms of learning state have been done before but

few of them studied dormitory designing. This paper provides a general reflection and analysis

on the dormitory designing of SM2 scholars who study abroad at Nanyang Technological

University and live in the new circumstances in Singapore.

The preliminary results of the research showed the environmental factors could be divided into

two groups: one including weather, temperature, noise, table size and style of table and bed; the

other one including table position and distance between table and bed. The first group had

considerable influence on learning efficiency while the second group did not. The reasons

could be the factors in the first group provide a comfortable environment to increase the

learning efficiency while the factors in the second group seem to be personal preferences which

are not suitable for all people.

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TABLE OF CONTENTS

1 INTRODUCTION--------------------------------------------------------------------------------1

2 LITERATURE REVIEW------------------------------------------------------------------------2

2.1. Benefits of Space Planning----------------------------------------------------------------3

2.2. Effects of Physical Surroundings on Students’ Learning Efficiency-----------------3

2.3. The Breakthroughs of Our Research-----------------------------------------------------4

3 METHODOLOGY-------------------------------------------------------------------------------4

4 RESULTS AND DISCUSSION----------------------------------------------------------------5

4.1. The Influence of Environment-------------------------------------------------------------5

4.2. The Influence of Space Planning----------------------------------------------------------8

5 CONCLUSION----------------------------------------------------------------------------------11

REFERENCE LIST-----------------------------------------------------------------------------------12

APPENDIX A-----------------------------------------------------------------------------------------13

APPENDIX B-----------------------------------------------------------------------------------------15

1

Space Planning and Environment on

Students’ Learning

1. INTRODUCTION

There is a famous story about Mencius, the great thinker and educator in the Warring State

Period in China, that Mencius’ mother moved their home for two times to different places in

order to provide her son good environment for learning. This story was recorded in many

Chinese classics including the well-known Three-Character Scripture, spreading for more

than seven centuries. This is a typical case where environment affects learning. However, how

environment influences learning still remains unanswered.

Systematic researches done on space planning and environment (SPE) and students’ learning

started from recent decades. These researches can be traced back to 1968, initiated by Sommer

(1968). By comparing specific study locations like library reading areas, cafeterias lounges

and empty classrooms, a close relation between SPE and students’ learning were shown. He

also gave solutions to creating a satisfying study environment in colleges and universities.

In the following 40 years, some other researches were done on this topic. For example, Singel

(1969) introduced the learning environmental criteria for the effects of the thermal, acoustic,

and luminous environments on the learning process. His focus was the key factors of

environment. Beaudin & Halpern (1997) analysed the impact of furniture design on overall

learning experience focusing on space planning. Recently, Dittoe & Porter (2007) discussed

the beneficial factors in classrooms, libraries and residence halls.

However, few researches have concentrated on the conditions in students’ dormitories. As

dormitories are the places where students spend most of their time, it is important to find out

the effects of the SPE in dormitories on students’ learning state (Rodger and Johnson, 2005).

Furthermore, few studies have researched the group of students who study abroad and live in

Space Planning and Environment on Students’ Learning

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total new surroundings. Since the number of international students is rapidly increasing and

international students contribute to the global society significantly (Organization for

Economic Cooperation, 2011), the focus was put on international students in our research.

The aim of our research was to help international students improve their learning states by

reorganizing SPE in their dormitories and consequently improve their academic results. The

research results could also serve as a reference for universities in dormitory designing to

benefit international students. In our research, the impact of the SPE factors in dormitories on

students’ learning efficiency was examined. Throughout the research, the following two

questions were answered:

1. Which SPE factors (i.e. temperature, noise and the position of table and bed in our research)

will mainly affect students’ state of learning (i.e. willingness to learning, ability to

concentrate)?

2. How do we improve students’ study efficiency (study achievement done in unit time) in

terms of the specified factors?

The SM2 14th batch students are a representative group of those students who are from PRC

and taking undergraduate courses in Singapore, and Labrador Lodge is a typical dormitory

where they are living or ever lived. It is a common Housing and Development Board building

oriented near Labrador Park and it represents the general housing conditions for SM2 students

during their first year in Singapore. Therefore, this special but representative group, namely

the SM2 14th batch students, was researched, on the SPE of Labrador Lodge.

2. LITERATURE REVIEW

In recent decades, many researchers discussed the influence of space planning and

environment on student learning. This literature review will cover both the benefits of space

planning and the effects of physical surroundings.


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2.1 Benefits of Space Planning

A former research concluded that students who lived in campus “experienced significantly

greater success” as compared with students living in private boarding home (Walker in Rodger

& Johnson 2005). It is not hard to observe that the space of study is important to the study

efficiency. Another research (Rodger & Johnson, 2005) aimed at the area of study desk. In the

aspect of enlarging the area of study desktop, a more suitable, scientific design should be

carried out to improve the study quality.

In addition, according to National Survey of Student Engagement (Indiana University, 2001),

university students’ success was determined by many factors including supportive campus

environment. Based on this, the “Academical Village” concept for the University of Virginia

was proposed by Thomas Jefferson, which indicated a necessity in reforming a style of space

planning in residence hall (Dittoe & Porter, 2007). To reform a better space planning style,

furniture is an important element to consider. For example, Dittoe and Porter found that the

straight-back wooden chair was uncomfortable for extended study periods; furniture including

comfortable chairs with cushions and mats that made environment casual and unstressed was

well recommended.

Some interesting questions were raised in Sommer’s report (1968). For example, the roommate

was also part of environment. It was observed that three out of four students were learning

when their roommates were studying while the ratio dropped to one in three if the roommates

were present but were not studying. Sommer also claimed that there was no great difference

between studying at the desk and studying on the bed.

2.2 Effects of Physical Surroundings on Students’ Learning Efficiency

Singel (1969) stated that one student’s ability to learn was governed more by the physical

surroundings, such as thermal, sonic and visual environment, than by the internal or inherent

factors of the student, which indicated that improving the SPE factors of learning areas would

impose wide and positive effect on students’ learning efficiency.


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Among the three main SPE factors, thermal environment seems the foremost consideration in

the tropical countries as Singapore. A questionnaire study conducted by McDonald (in Singel,

1969) pointed out that air conditioning created a comfortable environment for students, which

consequently led to their positive attitudes and higher learning efficiencies.

The sonic environment is also an essential factor that affects students’ learning. A study

(McKay in Singel, 1969) showed that noise would exert an adverse impact on students’

performance especially when they were dealing with the tasks that required great concentration

and consistent attention. Usually the study areas should be restricted to studying and exclude

other activities in order to create a comfortable sonic environment (Singel, 1969).

The visual environment of the dormitories can affect the students’ learning directly as well. As

Singel (1969) assumed in his paper, the principle aim of lighting was to promote visual comfort

instead of being brighter or more colourful.

2.3 The Breakthroughs of Our Research

Most of the researches on this topic analysed the influence that SPE have on student learning

based on study areas like libraries, reading rooms and classrooms, while few researches have

concentrated on the conditions in living area like students’ dormitories. Our research was

focused the dormitories. Furthermore, our research subjects were much more different from

others. Our scope was international students who study abroad and live in new surroundings.

This group of students is also more sensitive to the SPE factors as the environment is greatly

different from what they are used to.

3. METHODOLOGY

In our research, the questionnaire survey was chosen as our major research method. For the

survey, a questionnaire containing 11 questions was designed (see appendix A). The

questionnaire was then revised by Ms Tan, tutor of SM2 14th batch group 4, and some students

in the same group.


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For the research subject, the ideal case was to get as many responses under on the basis that the

scale of data was manageable, therefore approximately 60 SM2 14th batch students were

chosen randomly according to seats during a regular lecture time and they were invited to finish

the questionnaires. In addition, the questionnaire was also accessible on the Internet and that

accounted for the eventual 61 respondents.

By analysing data collected by the questionnaires, the questions regarding how SPE factor(s)

will mainly affect students’ state of learning and what SPE factor(s) may benefit students’

learning were answered.

4. RESULT AND DISCUSSION

Several possible SPE factors were listed in the questionnaire to check whether they have

influence on student learning. Based on the survey data, the two research questions were

answered: the SPE factors that may affect learning efficiency and the way to improve

efficiency in terms of specified factors.

4.1 The influence of environment

In terms of environment, the factors of temperature, noise and weather were studied.

Firstly, the temperature factor was examined in the research. As the facility that controls the

room temperature, air conditioner is discussed in the research. In the survey, respondents gave

a rate on influence of air-conditioner on their study. The data acquired are shown below in

Table 1 and Figure 1.

Table 1: Degree of air-con influence

Least influential Most influential

Degree of air-con influence 1 2 3 4 5

Number of respondents 7 14 18 16 2

Percentage 12% 24% 32% 28% 4%


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Figure1: Degree of air-con influence

It can be seen from Figure 1 that most students are influenced, at different extent, by the

air-conditioners. More specifically, 32% of the respondents believed that air-conditioning

imposes very strong impacts on their learning and 32% of them felt the influences of

air-conditioning but did not regard it as a significant affecting factor on their learning

efficiencies. On the other hand, only 12% of the responses indicated that there is little or no

impact brought by the air-conditioning.

These data show that there is a link between students learning efficiencies and air-conditioners.

The findings are consistent with the results from the study conducted by McDonald (in Singel,

1969), where he explained that air conditioning creates a relatively more comfortable learning

environment for students and therefore leads to better academic performances.

Second, as former researches McKay (in Singel, 1969) suggested noise is a factor that affects

learning efficiency. a question was designed to find the sources of noise in Labrador hostel and

hence give suggestions. The data obtained are shown in Table 2 and Figure 2.

0

4

8

12

16

20

1 2 3 4 5

Number of

respondents

Degree

Degree of air-con influence


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Table 2: Noise sources in Labrador hostel

Noise

source

Roommates Highway Animals

and insects

Fan Student

activities

Number of

respondents

30 13 6 5 12

Figure 2: Noise sources in Labrador hostel

According to Figure 2, 30 students indicated that noises were from their roommates. Besides,

13 and 12 students suggested noises were from highway and student activities at the canteen

respectively. A small amount of students thought noises from animals, insects and fans were

also disturbing.

It is surprising that the largest source of noise is the roommates. It is their responsibility to keep

quiet when others are studying. Roommates should be considered and have an agreement

among themselves regarding the noise problem.

As some more feedbacks regarding noises were given in the open question asking for

suggestions, it seems the noise problem is more serious than expected. Here are some examples

from the respondents:

-“We need an independent place to study which need to be quiet.”

0

5

10

15

20

25

30

35

Roommates Highway Animals and

insects

Fan Student

activities

Number of

respondents

Noise sources

Noise sources in Labrador hostel


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-“We should stay in separate space or have a quieter roommate.”

-“In Singapore, the sound of small animals affects me a lot when I study.”

To solve this problem, dormitories should be built far from highway and activity area and

sound insulation materials should be used.

Thirdly, the weather factor was considered under different circumstances including non-rainy,

rainy and windy (see appendix B). As the findings are consistent with the former researches

(Singel, 1969) and it is not relevant to the environment in the dormitory, the discussions are

attached in the appendix.

4.2 The Influence of Space Planning

In terms of space planning, the planning of study table and bed was mainly studied as they are

the most general furniture in a dormitory. In this part, the focus was put on the size of table as

well as the position and style of table and bed.

Firstly, the students’ choices on the table sizes were summarized below in Figure 3.

Figure 3: Preference of table size

Among the 57 responses received, over a half of the students (32 persons, 56%) voted for the

large size of study table (180cm*100cm) to be their preferring type; in the remaining part, 21

participants (37%) chose the middle size (100cm*60cm) and only a few (four persons, 7%)

preferred small table area (40cm*40cm) for study. From this point of view it is not hard to find

7%

37% 56%

Preference of table size

small

middle

large


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that students usually tend to be more likely to do with large study space. This is reasonable as

students need larger space to spread out the materials (Sommer, 1968).

Secondly, the data shown in Figure 4 summarizes the preference of the table position.

Figure 4: Preference of table position

The result shows that 60% of students (34 persons) chose to make study tables next to windows

instead of walls. It may because the fresh air helps to relax, but the objects outside could be

disturbing. This result is more of a personal preference and depends on one’s own opinion. It

cannot act as a general guideline to design the position of tables. A better choice is to leave this

flexible and let the resident to choose.

Thirdly, the data shown below in Figure 5 are the preferred distance between table and bed.

Figure 5: Preference of distance between table and bed

40%

60%

Preference of table position

next to wall

next to window

67%

33%

Preference of distance between table and bed

far from bed

near bed


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Among the surveyed students, 38 students (67%) choose to put table far from bed while only

19 persons (33%) prefer to put table near bed. A possible reason is that they may be likely to get

sleepy or have the desire to relax if the bed is nearby, which stop them from focusing on study.

However, a few people enjoy studying near the bed, for it is much more convenient for them to

relax if they get tired. Another reason suggested by Sommer (1968) is that they want to study

on the bed. Similarly, this is also a personal opinion and it cannot act as general guideline.

Furthermore, another aspect of this factor considers the style of bed and table. As Chinese

students commonly used integrated table and bed in China, but they currently use separated

ones in Singapore, a question was designed to find out whether this difference in students’

preference would affect their learning state. Table 3 shows the students’ preference for the two

different styles.

Table 3: Preference of table and bed

Preference Number of respondents Percentage

Separated table and bed 38 67%

Integrated table and bed 19 33%

Total 57 100%

As the data above showed, 38 out of 57 preferred separated table and bed, taking 67% while 19

out of 57 liked integrated ones, taking 33%.

It can be seen that most of the students had adapted to separated table and bed even though they

were accustomed with integrated ones. From students’ response, separated table and bed is

more convenient as the average space for everyone is much larger. This is also in accord with

Dittoe and Porter (2007) that furniture planning should be highly integrated for students’

convenience.

To sum up, in the several factors proposed at the beginning of the research, some of them

proved to be influential on learning efficiency, which are the weather, temperature, noise, table

size and style of table and bed. However, some of them violate with the prediction and do not


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show any influence on it, which are table position and distance between table and bed. The

results suggest that the dormitories should be located in quiet place and equipped with

air-conditioner; there should be a large table and students should have the freedom to

determine the position of furniture according to their preferences.

5. CONCLUSION

The project was designed to help students improve their learning states by reorganizing SPE in

their dormitories. The objectives were achieved through conducting questionnaire survey

among SM2 14th students and examining the impact of the SPE factors. The SPE factors

proposed was divided into two groups: one including weather, temperature, noise, table size

and style of table and bed; the other one including table position and distance between table and

bed. It was found out that the first group had considerable influence on learning efficiency

while the second group did not. It is very likely that though reorganizing the factors in the first

group, a comfortable environment was provided to increase the learning efficiency. On the

other hand, the factors in the second group seem to be personal preferences which are not

suitable for all people. According to the findings, the best position of the dormitories and the

design of furniture locations were provided. The study was limited by the failure to implement

the measure on learning efficiency. As the efficiency was affected by many factors, it was

difficult to analyze the impact of a single factor. Consequently, the impact of the SPE factors

was only evaluated based on students’ feelings. It is recommended that further researches

should come out with a more reliable method to assess the impact and measure the learning

efficiency. The research results can also serve as a reference for the Ministry of Education of

Singapore in dormitory designing to benefit SM2 students. As SM2 students are

representative of common international students, schools, including universities, may as well

take the results as a guideline to provide better learning environment in dormitories for

students.


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REFERENCE LIST

Beaudin, J. A., & Halpern, D. M. (1997). Mass appeal. American School &

University, 70(1), pp. 40a

Dittoe, W., & Porter, N. (2007). Appealing Spaces. American School & University.

October 2007, pp. 26-30

Sommer, R. (1968). The Ecology of Study Areas. Cooperative Research Project. 6-1121,

pp.1-73

Indiana University (2001). Improving the College Experience: National Benchmarks of

Effective Educational Practice. NSSE 2001 Report. National Survey of Student

Engagement: The College Student Report. 41 pp. 1-43

McDonald, E. G. (1960). Effects of School Environment on Teacher and Student

Performance. Air Conditioning, Heating & Ventilating. pp.78-79

McKay, R. L. (1964). How to Keep the Noise at the Right Level. The Nation’s Schools.

pp.64-67

Organisation for Economic Cooperation (2011). How Are School Systems Adapting to

Increasing Numbers of Immigrant Students? PISA in Focus. No. 11. OECD Publishing.

Rodger, S. & Johnson, A. (2005). The Impact of Residence Design on Freshman

Outcomes: Dormitories Versus Suite-Style Residences. The Canadian Journal of Higher

Education. 35 (2), pp.83-99

Singel, R. J. (1969). Planning the Learning Environment. Madison Public Schools, W. I.

Walker, E. T. (1935). Student housing and university success. School and Society, 42,

575-577


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APPENDIX A

Sample Questionnaire


We are Primeval group from SM2 14th batch NTU. This is a survey about our research of

'Space Planning and Environment on the Students' Learning'. Our survey area focuses on the

SM2 14th batch students who have stayed in Labrador Lodge. Your responds to this survey

sheet will help us to analyse the influence of the environment factors on students' learning.

Also it will help us to come up with better solutions and improvements on this topic. Please

note that the information from you will be confidentially kept. Please tick/dot the answer area

in the following questions.

1.1 In which condition of weather do you feel you have the highest study efficiency?

a) Light rain

b) Shower

c) Thunderstorm


a) Non-wind

b) Light wind

c) Wild wind


a) Cloudy

b) Gloomy

c) Sunny

2. How much influence do you think air-conditioner have on your study?

1 2 3 4 5

(1: much influence 5: least influence)

3. What size of study table do you think will give you the highest study efficiency?

a) Small size (40cm*40cm)


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b) Middle size (100cm*60cm)

c) Large size (180cm*100cm)

4. Where do you put your study to study better?

a) next to window

b) next to wall

5. Do you think it is good to make a bed next to a study table?

a) Yes

b) No

6. Which one do you prefer?

a) separated table and bed

b) integrated table and bed

7. Where do you think the noise mainly come from when you are studying?

a) Highway

b) Party at the canteen

c) Noise from roommate

d) Sound from animals

e) Fan

8. How long on average do you spend on Mathematics tutorial?

a) Less than 30mintues

b) 30 minutes to 1 hour

c) 1 hour to 2 hours

d) More than 2 hours

9. What suggestions would you give on how to set/design your room to help yourself study

better?

Thanks for your time!


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APPENDIX B

Results and discussions of influence of weather

First, when the weather was limited as non-rainy, the students’ preference is shown in Table

B1 and Figure B1.

Table B1: Preference of weather (non-rainy)

Preference of weather (non-rainy) Number of respondents Percentage

Sunny 14 25%

Cloudy 29 53%

Gloomy 12 22%

Total 55 100%

Figure B1: Preference of weather (non-rainy)

It can be seen that more than half of the students claimed they had the highest efficiency

when it is cloudy. It might because the cloudy weather is in some place between sunny and

gloomy so the light is neither too bright nor too dark. This is a moderate atmosphere which is

comfortable for learning.

25%

53%

22%

Preference of weather (non-rainy)

Sunny

Cloudy

gloomy


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Second, when the weather was limited as non-rainy, the students’ preference is shown in

Table B2 and Figure B2.

Table B2: Preference of weather (rainy)

Preference of weather (rainy) Number of respondents Percentage

Light rain 40 73%

Shower 8 14%

Thunderstorm 7 13%

Total 55 100%

Figure B2: Preference of weather (rainy)

The graph indicates that 73% students had highest learning efficiency when it is light rainy.

This is reasonable as extreme weather like shower and thunderstorm might be a disturbing

factor when learning.

Third, the students’ preference about wind was also investigated. The data are shown in Table

B3 and Figure B3.

73%

14%

13%

Preference of the weather (rainy)

Light rain

shower

thunderstorm


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Table B3: Preference of weather (wind)

Preference of weather (wind) Number of respondents Percentage

Non-windy 8 14%

Slightly-windy 41 73%

Wildly-windy 7 13%

Total 56 100%

Figure B3: Preference of weather (wind)

Again, 73 % students chose the same option which is slightly-windy. But the reason should

be similar as the one for the first question. Non-windy could be too hot for people, especially

in the condition of Labrador, while wildly-windy could be disturbing.

From the above three questions, a conclusion can be made that student’s ability to learn is

governed more by the physical surround, such as visual, sonic and thermal environment,

which is consistent with Singel (1969).

14%

73%

13%

Preference of weather (wind)

Non-windy

Slightly-windy

Wildly-windy

Space Planning and Environment on Students' Learning

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