Document Types
Paper Presentation
School Code
n/a
School Name
De La Salle University Integrated School (Manila)
Research Advisor (Last Name, First Name, Middle Initial)
Sales, Niña Ana Marie Jocelyn, A.
Abstract/Executive Summary
History and architecture have always been intertwined. Furthermore, the areas and structure progress as humans adapt to time, space, and emotional changes. This is made possible through interior design, which allows a space to be designed aesthetically and functionally. There are numerous aspects to consider when adorning a space, considering the potential psychological impact the design could bring. Architectural Psychology explains this by depicting how human interactions and the built environment can impact human behavior, mood, mental health, and interpersonal connections. Based on an article by Thomas Edison State University in 2016, students consider nine critical factors before setting up or choosing a study space. A significant factor that needs to be considered would be students’ unique study habits. This study aims to ascertain whether the design of the learning environment at De La Salle University-Manila Senior High School impacts its students’ study habits. An online survey via Google Forms was sent to these students with inquiries about the respondents’ study habits and favorable study areas available within the DLSU campus. The form consists of Likert Scales, Open and Closed-Ended Questions, Checkboxes, Multiple Choices, and Rating Sheets. An immersion experiment was also conducted among willing respondents to answer academic activities in outdoor study areas. The survey and immersion experiment results indicate that students’ behavior when studying is indeed correlated to the factors within their learning environment. The study shows that Outdoor In-Campus Learning Spaces are effective to students, even if there are factors that can challenge their behavior and productivity.
Keywords
architectural psychology; interior design; outdoor learning spaces; human behavior; productivity
Initial Consent for Publication
yes
Determining the Conduciveness of Improvised Outdoor In-Campus Learning Spaces; its Effect on the Behavior and Productivity of a Senior High School Student
History and architecture have always been intertwined. Furthermore, the areas and structure progress as humans adapt to time, space, and emotional changes. This is made possible through interior design, which allows a space to be designed aesthetically and functionally. There are numerous aspects to consider when adorning a space, considering the potential psychological impact the design could bring. Architectural Psychology explains this by depicting how human interactions and the built environment can impact human behavior, mood, mental health, and interpersonal connections. Based on an article by Thomas Edison State University in 2016, students consider nine critical factors before setting up or choosing a study space. A significant factor that needs to be considered would be students’ unique study habits. This study aims to ascertain whether the design of the learning environment at De La Salle University-Manila Senior High School impacts its students’ study habits. An online survey via Google Forms was sent to these students with inquiries about the respondents’ study habits and favorable study areas available within the DLSU campus. The form consists of Likert Scales, Open and Closed-Ended Questions, Checkboxes, Multiple Choices, and Rating Sheets. An immersion experiment was also conducted among willing respondents to answer academic activities in outdoor study areas. The survey and immersion experiment results indicate that students’ behavior when studying is indeed correlated to the factors within their learning environment. The study shows that Outdoor In-Campus Learning Spaces are effective to students, even if there are factors that can challenge their behavior and productivity.
