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Spatial openness and student activities in an atrium: A parametric evaluation of a social informal learning environment

机译：中庭的空间开放和学生活动：对社会非正式学习环境的参数评估

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The use of atria for students' informal learning activities is becoming a common architectural design strategy in contemporary higher education buildings, especially in dense urban settings. However, while researchers have focused on the relationship between students' perception, preferences and behaviours in social learning spaces, the spatial attributes themselves tend to be neglected in the literature.By exploiting digital spatial analysis tools, this paper uses the parameters of 'viewing volume' and 'viewing area' to compare the spatial openness of different spaces within an atrium in a higher education institution. Timeframe capture and interviews are also employed to record the distribution of student activities. The spatial attributes of the atrium and the distribution of student activities are analysed to explore links between the two. The results indicate that the viewing volume in the two-storey-height space is the highest, while viewing area in the staircase space is the highest. These spaces tended to coincide with higher frequencies of 'see and be seen' activities, such as students waiting and looking around (71.54% and 56.32% respectively). The standard deviations of the mean viewing volume and viewing area are the greatest in the three-storey space, suggesting a diversity of spatial openness. This coincided with the highest frequency of activities that require social interactions, such as gathering and group study (92.40% and 58.10% respectively). These findings suggest that spatial openness can impact student activities in an educational setting, and an atrium specifically. These novel methods also open new horizons for interpreting spatial structure in architecture.
机译：Atria对学生的非正式学习活动的使用正在成为当代高等教育建筑中共同的建筑设计战略，特别是在密集的城市环境中。然而，虽然研究人员专注于学生的感知，偏好和行为之间的关系，但在文献中，空间属性本身往往会被忽视。通过利用数字空间分析工具，本文使用“观看卷的参数” '和“观察区域”比较高等教育机构中庭区不同空间的空间开放性。时间帧捕获和访谈也用于记录学生活动的分布。分析了庭的空间属性和学生活动的分布，探讨了两者之间的联系。结果表明，两层高空间中的观察体积最高，而楼梯空间中的观看区域是最高的。这些空间趋于与“看到和看到”活动的更高频率相吻合，例如等待和环顾四周的学生（分别为71.54％和56.32％）。平均观察体积和观察区域的标准偏差是三层空间中最大的空间，表明空间开放性的多样性。这与需要社交互动的最高活动的最高频率，例如收集和分组研究（分别为92.40％和58.10％）。这些调查结果表明，空间开放可以影响教育环境中的学生活动，具体地利用庭院。这些新方法还打开了用于解释架构中的空间结构的新视野。

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