PURBANCHAL UNIVERSITY

KHWOPA ENG N EERING

COL LEGE

BEHAVIOUR IN DESIGN
STUDIO CLASSROOM

SUBMITTED BY:

MANISHA SHAH(750116)
MANJILA SHRESTHA(750117)
MONIKA DHITAL (750122)

SUBMITTED TO:
AR. RIKESH SHRESTHA
DEPARTMENT OF
ARCHITECTURE MAY 2023

i
ABSTRACT

Human behavior, experiences and social interactions in spaces are believed to be the result of the processes
of the mind that are influenced by the different features of these spaces. These features may be physical,
social, and cultural but what they share in common is the power to affect people’s behavior. People’s mood
and wellbeing are affected by various elements of the built environment including spatial allocations,
lighting, color, noise, thermal comfort, and preferred environments (Assem Obeidat and Raed Al-Balqa,
2012).

This study discuss the relationship between the built environment (classroom) and the behavior of its
inhabitants. It analyzes the effects of a particular physical environment (classroom) on the different aspects
of the lives of its people as well as their interactive influences.

The purpose of the study is to examine how spaces influence human behavior, environment of the design-
studio classroom and to determine according to the perception of its users, to which level this specific
environment assures users' needs and objectives, effects that planning, design and development decisions
are capable of having social, psychological and emotional wellbeing of people. To identify and analyses
the human responses to the physical and social setting of studio classroom.

And also to create a typical design-studio classroom environment that satisfies the users’ needs, to
improving such environments in use today, and will provide basic guidelines for designing future ones, as
well.

KEYWORDS: human behavior, environmental psychology (space layout, color, lighting, noise,
sunlight, hearing, furnishing, and seating arrangement), planning, interaction between teacher and
students, learning environment
TABLE OF CONTENTS
1. Introduction……………………………………………………………………………………….........1
2. Purpose of study……………………………………………………………………….…………...…..1
3. Research questions……………………………………………………………….………………….…2
3.1 Survey questions………………………………………………………………………………..….2
4. Literature review……………………………………………………………………………..………...3
5. Research approach……………………………………………………………………………………..5
5.1 Type of Research……………………………………………………………………………5
5.2 Research Methodology……………………………………………………………………...6
6. OBSERVATIONS……………………………………………………………………………………..7
6.1 Faculties……………………………………………………………………………………… 7
6.2 Semester…………………………………………………………………………………….…8
6.3 Spatial Allocations………………………………………………………………………….....9
6.3.1 Location of Classroom……………………………………………………………9
6.3.2 Use of Studio Classroom…………………………………………………….….10
6.4 Light and Visibility……………………………………………………………………….….11
6.4.1 Visibility of White Board…………………………………………………….…12
6.4.2 Importance of Lighting in Design Studio……………………………………….13
6.4.3 Side of the Classroom of the Natural Light……………………………………..15
6.4.4 Adequacy of Natural Light…………………………………………………..….16
6.4.5 Glare Experience………………………………………………………………...17
6.5 Temperature and Internal Environment………………………………………………………18
6.5.1 Temperature in Classroom………………………………………………………18
6.6 Color………………………………………………………………………….……………....20
6.7 Sound and Noise……………………………………………………………………………...22
6.7.1 Noise Experience………………………………………………………………..22
6.7.2 Audibility of Sound from Sitting Space……………………………………...…24
6.8 Importance of Design Studio Classroom………………………………………………….....25
6.9 Preferred Environments……………………………………………………………………....27
6.9.1 First Impression of Design Studio Classroom…………………………………..27
6.9.2 Preference among the method of teaching………………………………………28
6.9.3 Comfortability of Classroom Furniture……………………………………...….29
6.9.4 Importance of Comfortability of Classroom Furniture………………………….31
6.9.5 Preference of Classroom Side…………………………………………………..32
6.10 Arrangement flexibility………………………………………………………………….…34
7. Findings………………………………………………………………………………..…..……..35
8. Conclusion………………………………………………………...…...........................................37
9. Recommendations…………………………………………………………………….……….....37
10. References…………………………………………………………………………………...…...38
 1. INTRODUCTION

Design education requires a specific setting that facilitates teaching/learning activities including
lecturing, demonstrating, and practicing. The design-studio is the place of design teaching/learning
activities and where students/students and students/instructor interaction occur. Proper interior design
improves not only the function of such learning environment but also the confidence of its users
involved in the teaching/learning process.

It is becoming more evident that learning environments such as schools and universities are less equipped
to fulfill students and instructors pedagogic needs than other environments (Lyons, 2001). More often
than not, learning environments are uninteresting and uninviting (Kennedy & Agron, 2004). Research
findings suggest, however, that a high quality interior design improves not only the function of a learning
environment but also the confidence of its users involved in the teaching/learning process (Webber,
Marini, & Abraham, 2000).

The built environment of classrooms should satisfy the minimum requirements of making the spaces
more functional, healthier, and more enjoyable. Students and instructors suffer from interior problems
of classrooms such as inadequate lighting, noise, glare, poor air quality, inappropriate temperature,
uncomfortable seats and inflexible seating arrangement.

The classroom is the most important area in a school as this environment includes various aspects such
as psychological, cultural, social, and physical. It is where students and teachers spend a large amount
of their time and, hence, it is an environment that is assumed to promote a reasonable level of
concentration in learning activities such as discussing, reading, drafting, drawing, writing, and
practicing.

2. OBJECTIVE

 To know the perception of the students towards their study environment and the impact of the
surrounding in their design works.

 To measure their comfortability towards the component of the environment.

 To study the behavior of the students in the environment of the classroom.

1
 3. RESEARCH QUESTIONS

Learning environments vary in size and type depending on the function and type of learning
anticipated, including discussion, meeting, training, seminar, workshop, or project work. The design-
studio classroom is a learning environment that should support design teaching/learning activities both
during and outside of class hours. Such activities may include collaborative learning, problem-solving,
lecturing, team-work, and one-on-one teaching activities.

Specifically, this study attempts to study the importance of the design-studio classroom for design and
drawing in a typical design studio-classroom setting. This will be achieved through the examination of
the physical interior elements (i.e., space layout, color, lighting, hearing, furnishing, and seating
arrangement) as pertaining to the workstation and its correlation to the overall composition of the design
studio-classroom and its consequences on the pedagogic performance.

To do so, the following three research questions will be addressed:

1) How important is to have a designated design-studio workstations in the design programs?
2) What are the factors, both positive and negative, and characteristics of the design-studio classroom
environments that are most important for teaching/learning process of design?
3) How do design and architecture educators use the design-studio classroom environment in their
Teaching procedures?

3.1 SURVEY QUESTIONS:

1. Faculty those who uses studio classroom
2. Semester
3. In which part of the floor is your studio class located?
4. Use of studio classroom. For what purpose studio classroom has been used.
5. Preferences of students among the methods of teaching in design studio classroom
6. First impression of the studio classroom when they entered.
7. Comfortability of furniture.
8. Importance of comfortability of furniture
9. Importance of arrangement flexibility in studio classroom.
10. Do students use the locker below their drawing board? Whether it’s useful or not
11. Is the white board clearly visible from students sitting space?
12. Importance of lighting in design studio classroom.
13. From which side does the natural light enters the classroom
14. Whether the natural light is enough for drawing or not.
15. Does the students experience glare while being in their studio classroom?
16. Does the students think temperature inside design studio classroom is ideal for all
season?
17. Which side of the classroom do students prefer to sit?

2
 18. Is the current color used in design studio classroom satisfactory?
19. Have students ever experienced outside noise during the classes and does it affect their
concentration during the lectures?
20. Is the sound of the lecturer clearly audible from students sitting space?
21. For design and drawing, how important do students think is in the studio class rather
than theory class and online (At home)?

4. LITERATURE REVIEW
Classrooms vary in size and function, depending on what teaching/learning activities are intended.
Lecture-based teaching/learning activities, for instance, may require a different setting than other
demonstration-based activities. Interior design teaching/learning activities, which may include lecturing,
demonstrating, and practicing, require a specific setting that should be designed to facilitate such
activities. The design-studio classroom is the most crucial space in interior design and architectural
education; such space facilitates learning and social activities and influence student's interests and
curiosity (Smith, 2011; Demirbas & Demirkan, 2000). Such learning environment has been described
as a place where students carry out their projects while administered by their instructors (Lackney,
1999). Its space could fit up to twenty students interacting with each other; each has his/her own drafting
table, tools, and other educational belongings. Demirbas & Demirkan also pointed out that the design-
studio classroom could be:

(a) a learning environment that facilitates interior design teaching/learning processes during regular
class hours;
(b) a learning environment that enables interior design students to work on their own project in their
spare of time; and
(c) a learning environment that could serve both concepts at the same time; students could work on
their own projects while others are enjoying a class.
Interior design students may spend much of their time in such classroom environments; therefore,
these classrooms should facilitate such objectives and provide conditions supportive of these multiple
activities. The purpose of the study is to examine the design-studio classroom environment, and to
determine, by the perception of its users, to which level this specific environment assures users’ needs
and objectives.

3
People’s mood and wellbeing are affected by various elements of the built environment including spatial
allocations, lighting, access to nature, color, indoor air quality, noise, thermal comfort, user control of
space, and preferred environments (i.e., those that are coherent and engaging).

It was found that designated workstations are important part of the teaching/learning process of design.

Designers ought to pay enough attention to environmental aspects when designing classroom
environments. They should create a human-centered environment that supports teaching/learning
processes and enhances students’ and instructors’ performance (Rydeen, 2003)

(Fig 1: Planning of a Design Studio Classroom, Source: Researchgate.net)

Physical and psychological human dimensions are important to bear in mind at this stage in order to
address various patterns and needs of the users. In general, when a user is not fully satisfied with a
specific environment, physically or psychologically, he/she tends to search for proper conditions (Lang,
Burnette, Moleski & Vachon, 1974). As human beings are socially interconnected, they usually tend to
search for elements that are supportive of social interaction. Students need to connect with each other
in the classroom, both socially and academically. Therefore, it is important to create supportive space
layouts to ensure various interaction patterns among users. For example, supportive space layouts with
flexible seating arrangements enable different patterns of interaction, connect people with each other,
and facilitate collaboration and team-work (Sommer, 1967; Mehrabian & Diamod, 1971). Unsupportive
layouts, however, decrease such connection and interaction. Spaces that discourage interaction patterns
are considered dull, empty, huge, and meaningless (Sommer, 1967). One example of such a notion is
a back-to-back seating arrangement which prohibits team-work and collaborative learning in classroom
environments (Osmond, 1959; Douglas & Giffort, 2001). Yet, seating arrangement in design-studio
classroom is considered supportive when interaction among students/students and students/instructors

4
is encouraged and collaborative learning is ensured. Teaching/learning style plays a major role in
shaping the classroom space layout. As indicated by Webber et al. (2000), a particular teaching style
may require a specific setting. In this case, flexibility in seating arrangement to facilitate teaching
methods, learning objectives, and diverse learning abilities will be essential. Educational institutions
ought to consider the importance of learning environments and their impact on the teaching/learning
process; they should provide appropriate and supportive physical settings. The way the classroom is
designed, according to Herman Miller, Inc., (1994), affects students’ inspiration, concentration,
behavior, wellbeing, and performance. Well-planned learning environments, in this regard the design-
studio classroom, with flexible and comfortable furniture, appropriate lighting and temperature will
positively support teaching/learning experience (Douglas & Robert, 2001; Webber et al., 2000).

Internal environment quality (IEQ) research has understandably focused on the readily measurable
aspects of: heat, light, sound and air quality.

the effect of the built environment on users is experienced via multiple sensory inputs in particular
spaces, which are resolved in the users' brains. Thus three dimensions, or design principles, have been
used to suggest and structure the factors to be considered, namely:

o Naturalness: light, sound, temperature, air quality and links to nature;

o Individualization: ownership, flexibility and connection;

o Stimulation (appropriate level of): complexity and color.

5. RESEARCH APPROACH
5.1 TYPE OF RESEARCH
This is a qualitative research approach as it includes texts, images, case study, interview,
observation, documents.

5
 5.2 RESEARCH METHODOLOGY

A survey was developed and distributed to a purposive sample of design and architecture educators.
The survey form included 21 questions designed to address the three main research questions. Two of
the survey questions provided background information about the participants, while the rest of the
questions addressed their perceptions regarding studio classroom environments.

Because this study inquire about the perceptions of students and architecture educators who are actively
involved in teaching of design. The survey was sent to participants and was conducted as an online
questionnaire form send to all students. There were 80 participants who participated in the survey.

Survey questions were developed carefully to address the main questions of the study. Firstly, to address
the importance of the design-studio workstations, part of the survey questions examined its availability
and the number of workstations assigned in each program. Secondly, to address characteristics and
features of the design-studio environment, participants were asked about the importance of
arrangement flexibility in studio class. In addition, participants were asked to indicate other interior
features that influence the process of teaching/learning design. Finally, to examine how design educators
use the design-studio in their teaching process, they were asked to indicate their preference of
communication strategies to deliver design information. In addition, they were asked to indicate their
preference over tools to be used in the design-studio, such as hand drafting and computers

6
 6. OBSERVATIONS
6.1 FACULTIES

Fig 2: Faculties

Room data include its geometry (orientation, shape, and dimension), openings (geometry and material
Findings of the study indicates that 93.75% of the student from architecture faculty responded
While 3.8% of the students from civil faculty and 2.5% of the students from the computer faculty.
FOR INDIVIDUAL

Evaluate the studio’s lighting design and providing recommendations to improve the lighting quality
that can impact the student’s productivity and creativity.

FACULTY
90
78
80
70
NO.OF STUDENTS

60
50
40
30
20
10 3 2 0
0
Architecture Civil Computer Electronic
FACULTIES

Table 1: Response by faculty

7
 6.2 SEMESTER

Fig 3: Semesters
FOR INDIVIDUAL
This chart indicates that the forms filled by students of different semester.

STUDENTS FROM DIFFERENT SEMESTERS

30

25
25

20
20
NO OF STUDENTS

15 14

11
10
7

5
1
0
1st sem 2nd sem 4th sem 6th sem 8th sem 10th sem
SEMESTERS

Table 1: Response by different semester students

8
 6.3 SPATIAL ALLOCATIONS
Questions were asked to the students around departments regarding the space allocated for the
design studio classrooms, part of the floor, side which they are located in, use of the classroom.
6.3.1 Location of the Classroom

Fig 4.1: Classroom Location

This chart indicates that maximum no. of studio class is located in south direction in order to inlet
maximum, sunlight inside the classroom.

FOR INDIVIDUAL

ROOM LOCATION(1ST ROOM LOCATION(2ND

SEMESTER) SEMESTER)
N=7
4 10
8
NO.OF STUDENTS

NO.OF STUDENTS

3 3
3 8
6
6
2
1 4
1 2
0 0 0
0 0
North South East West North South East West
SIDE OF ROOM SIDE OF ROOM

Table 3 Response by 1st semester Students Table 2 Response by 2nd semester Students

ROOM LOCATION(6TH
ROOM LOCATION(4TH
15 SEMESTER)
16 SEMESTER)
14 10
8
NO.OF STUDENTS
NO.OF STUDENTS

12 8
10 6
8 4
6
2 1 1 1
4
2 2 0
2 1
North South East West
0
North South East West
SIDE OF ROOM
SIDE OF ROOM
Table 5 Response by 4th semester Students Table 4 Response by 6th semester Students
9
 ROOM LOCATION(8TH SEMESTER) ROOM LOCATION(10TH
19 SEMESTER)
20
NO.OF STUDENTS

15 1.5

NO.OF STUDENTS
1
10 1
4
5 2 0.5
0 0 0 0
0 0
North South East West North South East West
SIDE OF ROOM SIDE OF ROOM

Table 6 Response by 8th semester Students Table 7 Response by 10th semester Students

6.3.2 Use of the studio classroom

Fig 4.2: Use of Studio Classroom

This chart indicates that the design studio class is use for both practical and theory.

FOR INDIVIDUAL

USE OF CLASSROOM FOR USE OF CLASSROOM FOR 2ND

1ST SEMESTER N =7 SEMESTER
5 10
4 8
NO.OF STUDENTS

NO.OF STUDENTS

4 8
3 6
3 6
2 4
1 2
0 0
0 0
Theory Practical Both Theory Practical Both
USE OF CLASSROOM
USE OF CLASSROOM
Table 8 Response by 2nd semester Students
Table 9 Response by 1st semester Students

10
 USE OF CLASSROOM FOR 6TH USE OF CLASSROOM FOR
SEMESTER 4TH SEMESTER
7 16 14
6
6 14
NO.OF STUDENTS

NO.OF STUDENTS
5 12
10
4
8 6
3
6
2 4
1 2 0
0
0 0
Theory Practical Both Theory Practical Both
USE OF CLASSROOM USE OF CLASSROOM
Table 11 Response by 6th semester Students Table 10 Response by 4th semester Students

USE OF CLASSROOM FOR 8TH USE OF CLASSROOM FOR

SEMESTER 10TH SEMESTER
20 1.2
1
15
NO.OF STUDENTS

NO.OF STUDENTS

1
15
0.8
10
10 0.6
0.4
5
0.2
0 0 0
0 0
Theory Practical Both Theory Practical Both
USE OF CLASSROOM USE OF CLASSROOM

Table 13 Response by 8th semester Students Table 12 Response by 10th semester Students

6.4 LIGHT AND VISIBILITY

The sizes of the classroom vary accommodating different number of drawing boards. So, the
amount of light reaching to the students resulting in their degree of visibility also varies. The
amount and direction of natural light that enters the room and glare produced by it also differs.

A 406 A 407 A 401 A 402

(Fig 5: Natural light entering the classroom (Fig 6: Natural light entering the classroom 401
406 and 407) and 402)

11
 (Fig 7: Section of a Classroom natural light entering the classroom 401 and 402)

6.4.1 Visibility of white board

(Fig 8: Visibility of Whiteboard)

The above graph shows that 81.3% of the students have clear visibility of the white board from
their sitting space while the rest of the 18.8% of the students don’t have clear visibility of the
white board.

VISIBILITY OF WHITEBOARD (1ST SEM) VISIBILITY OF WHITEBOARD (2ND

4.5 4 SEM)
4
14 12
NO.OF STUDENTS

3.5 3
12
NO.OF STUDENTS

3
2.5 10
2 8
1.5 6
1 4 2
0.5 2
0 0
Yes No Yes No
RESPONSES RESPONSES

Table 15 Response by 1st semester Students Table 14 Response by 2nd semester Students

12
 VISIBILITY OF WHITEBOARD VISIBILITY OF
(4TH SEM) WHITEBOARD(6TH SEM)
20 17 10 8
NO.OF STUDENTS

NO.OF STUDENTS
10 5 3
3
0 0
Yes No Yes No
RESPONSES RESPONSES

Table 17 Response by 4th semester Students Table 16 Response by 6th semester Students

VISIBILITY OF VISIBILITY OF
WHITEBOARD(8TH SEM) WHITEBOARD(10TH SEM)
25 22 1.5

NO.OF STUDENTS
NO.OF STUDENTS

20 1
15 1
10 0.5
3
5 0
0 0
Yes No Yes No
RESPONSES RESPONSES

Table 19 Response by 8th semester Students Table 18 Response by 10th semester Students

6.4.2 Importance of Lighting in Design Studio

(Fig 9: Importance of Lighting in Design Studio)

This chart indicate that proper lighting is very important for design-studio classroom.

13
 FOR INDIVIDUAL

IMPORTANCE OF LIGHT(1ST IMPORTANCE OF LIGHT(2ND SEM)

SEM) 14 N=14
12
7 12
6

NO.OF STUDENTS
6 10
NO.OF STUDENTS

5
8
4
6
3
2 4
1 2
1 2
0 0 0 0
0 0
Very Important Average Not Very Important Average Not
important important important important
RESPONSES RESPONSES

Table 20 Response by 1st semester Students Table 20 Response by 2nd semester Students

IMPORTANCE OF LIGHT(4TH IMPORTANCE OF LIGHT(6TH SEM)

SEM) 10 9
NO.OFSTUDENTS

20 18 8
NO.OF STUDENTS

15 6
10 4
5 2 2 1 1
0 0 0
0 0
Very Important Average Not Very Important Average Not
important important important important
RESPONSES RESPONSES

Table 22 Response by 4th semester Students Table 21 Response by 6th semester Students

IMPORTANCE OF LIGHT(8TH IMPORTANCE OF LIGHT(10TH

SEM) SEM)
25 23 1.2
1
1
NO.OFSTUDENTS
NO.OFSTUDENTS

20
0.8
15
0.6
10
0.4
5 2 0.2
0 0 0 0 0
0 0
Very Important Average Not Very Important Average Not
important important important important
RESPONSES RESPONSES

Table 23 Response by 8th semester Students Table 22 Response by 10th semester Students

14
 6.4.3 Side of classroom of the natural light

(Fig 10: Side of classroom of natural light)

This chart indicates that the maximum no. of studio classroom acquire have window on the left side
natural light enters the classroom from left side.

ENTRY OF NATURAL LIGHT(1ST ENTRY OF NATURAL LIGHT(2ND

SEM) SEM)
6 14 13
5
NO.OF STUDENTS

12
NO.OF STUDENTS

5
4
10
4
8 7
3
6
2 4
1 2
0 0
0 0
Right Left Back Right Left Back
RESPONSES RESPONSES

Table 25 Response by 1st semester Students Table 24 Response by 2nd semester Students

ENTRY OF NATURAL LIGHT(4TH ENTRY OF NATURAL LIGHT(6TH

SEM) SEM)
12 11 10
8
9
NO.OF STUDENTS

NO.OF STUDENTS

10 8
8
6 6
6
4
4 2
2 2 1

0 0
Right Left Back Right Left Back
RESPONSES RESPONSES
Table 27 Response by 4th semester Students Table 26 Response by 6th semester Students

15
 ENTRY OF NATURAL ENTRY OF NATURAL
LIGHT(8TH SEM) LIGHT(10TH SEM)
30 1.5
21
NO.OF STUDENTS

NO.OF STUDENTS
1
20 1

10 4 6 0.5
0 0
0 0
Right Left Back Right Left Back
RESPONSES RESPONSES
Table 28 Response by 8th semester Students
6.4.4 Adequacy of Natural Light Table 29 Response by 10th semester Students

(Fig 11: Adequacy of Natural Light)

This chart indicate that natural light is very important for drawing.

FOR INDIVIDUAL

ADEQUACY OF LIGHT(1ST SEM) ADEQUACY OF LIGHT(2ND

NO.OF STUDENTS

8 6 SEM)
NO.OF STUDENTS

6 9
10
4 5
2 1 5
0 0
Yes No Yes No
RESPONSES RESPONSES

Table 31 Response by 1st semester Students Table 30 Response by 2nd semester Students

ADEQUACY OF LIGHT(4TH SEM) ADEQUACY OF LIGHT(6TH

20 SEM)
16
NO.OF STUDENTS

6.5
15
NO.OF STUDENTS

6
6
10
5.5
4 5
5 5

0 4.5
Yes No Yes No
RESPONSES RESPONSES

Table 33 Response by 4th semester Students Table 32 Response by 6th semester Students
16
 ADEQUACY OF LIGHT(8TH SEM) ADEQUACY OF LIGHT(10TH
15 14 SEM)
NO.OF STUDENTS

11
1.5

NO.OF STUDENTS
10 1
1
5 0.5
0
0 0
Yes No Yes No
RESPONSES RESPONSES

Table 34 Response by 8th semester Students Table 35 Response by 10th semester Students
6.4.5 Glare Experience

(Fig 12: Glare Experience)

This chart indicate that maximum no. of student experienced glare while being in the classroom.

GLARE EXPERIENCE(1ST SEM) GLARE EXPERIENCE(2ND SEM)

5 10
4 8
NO.OF STUDENTS

NO.OF STUDENTS

4 8
3 6
3 6
2 4
1 2
0 0
Yes No Yes No
RESPONSES RESPONSES
Table 37 Response by 1st semester Students
Table 36 Response by 2nd semester Students
GLARE EXPERIENCE(4TH SEM) GLARE EXPERIENCE(6TH SEM)
20 12 11
16
NO.OF STUDENTS

10
NO.OF STUDENTS

15
8
10 6

4 4
5
2
0
0 0
Yes No Yes No
RESPONSES RESPONSES

Table 39 Response by 4th semester Students Table 38 Response by 6th semester Students
17
 GLARE EXPERIENCE(8TH SEM) GLARE EXPERIENCE(10TH SEM)
25 22 1.2
1
NO.OF STUDENTS

NO.OF STUDENTS
20 1
0.8
15
0.6
10
0.4
5 3
0.2
0
0 0
Yes No Yes No
RESPONSES RESPONSES

Table 41 Response by 8th semester Students Table 40 Response by 10th semester Students

6.5 TEMPERATURE AND INTERNAL ENVIRONMENT

6.5.1 Temperature in classroom (ideal?)

(Fig 13: Temperature in classroom)

This chart indicate that temperature inside the design-studio classroom is not ideal for all season.

18
 FOR INDIVIDUAL

Room No: - 406/407

Used by 1st year students (1st semester and 2nd semester)

COMFORTABILITY WITH COMFORTABILITY WITH

TEMPERATURE(1ST SEM) TEMPERATURE(2ND SEM)
6 14
5 12
5 12
NO.OF STUDENTS

NO.OF STUDENTS
4 10
8
3
2 6
2
4
2
1 2
0 0
Yes No Yes No
RESPONSES RESPONSES
Table 43 Response by 1st semester Students Table 42 Response by 2nd semester Students
Room no :- 406 / 407 has balcony on the south direction, which also acts as a shading device.So, the
students respond that the temperature inside the design-studio classroom is not ideal for all season.

Room No: - 401/402

Used by 2nd and 3rd year students (4th semester and 6th semester)

COMFORTABILITY WITH COMFORTABILITY WITH

TEMPERATURE(4TH SEM) TEMPERATURE(6TH SEM)
12 12
10 10 10
NO.OF STUDENTS
NO.OF STUDENTS

10 10
8 8
6 6
4 4
2 2 1
0 0
Yes No Yes No
RESPONSES RESPONSES
Table 45 Response by 4th semester Students Table 44 Response by 6th semester Students
Room no :- 401/402 lies on the south direstion. Half of the students responded that it has ideal
temperature while rest of the half students responded that it does not have an ideal temperature.
Therefore from the above graph we can conclude that; there is moderate temperature in the 401/402
class room throughout the year.

19
 Room No: - 403/404

Used by 4nd (7th semester and 8th semester)

COMFORTABILITY WITH COMFORTABILITY WITH

TEMPERATURE(8TH SEM) TEMPERATURE(10TH SEM)
25 22 1.2
1
NO.OF STUDENTS

NO.OF STUDENTS
20 1
0.8
15
0.6
10
0.4
5 3
0.2
0
0 0
Yes No Yes No
RESPONSES RESPONSES
Table 47 Response by 8th semester Students
Table 46 Response by 10th semester Students
Room no :- 403/404 lies on the north direstion. So, students responded that the classroom does not
have an ideal temperature.

6.6 COLOUR

(Fig 14: Current Color in classroom)

20
 SATISFACTION WITH CURRENT SATISFACTION WITH CURRENT
COLOUR(1ST SEM) COLOUR(2ND SEM)
6 12 10
5

NO.OF STUDENTS
NO.OF STUDENTS

5 10
4 8
3 6 4
2
2 4
1 2
0 0
Yes No Yes No
RESPONSES RESPONSES

Table 0 Response by 1st semester Students Table 48 Response by 2nd semester Students

SATISFACTION WITH CURRENT SATISFACTION WITH CURRENT

COLOUR(4TH SEM) COLOUR(6TH SEM)
16 15
10
14 8
NO.OF STUDENTS

12 NO.OF STUDENTS 8
10 6
8
6 5 4 3
4 2
2
0 0
Yes No Yes No
RESPONSES RESPONSES

Table 52 Response by 4th semester Students Table 49Response by 6th semester Students

SATISFACTION WITH CURRENT SATISFACTION WITH CURRENT

COLOUR(8TH SEM) COLOUR(10TH SEM)
19
20 1.2
1
1
NO.OF STUDENTS
NO.OF STUDENTS

15
0.8
10 0.6
6
0.4
5
0.2
0
0 0
Yes No Yes No
RESPONSES RESPONSES

Table 50 Response by 10th semester Students

Table 51 Response by 8th semester Students

21
 6.7 SOUND AND NOISE

There are several possible palaces from where noise is experienced:

1. In 401/402, from playground, use of saw machine

2. In 403/404, other classes and generator, road
3. In 406/407, from school nearby, people gathering in the balcony, playground, road (Fig:1)

Source: facebook.com

(Fig 15: Noises from road, ground, Kwopring school and people in balcony for room 406/407)

All these may differ according to time such as, the noise from school is most when there is assembly
and children’s playing time which is seem to be from 1 PM to 4 PM. Similarly, sound from ground is
observed when the students are playing football. Noise from generator and saw machine is not known
for a particular time as they may occur anytime of the day for generator when the light is out.

6.7.1 Noise Experience

(Fig 16.1: Noise Experience)

22
 DISTURBANCE WITH OUTDOOR DISTURBANCE WITH OUTDOOR
NOISE(1ST SEM) NOISE(2ND SEM)
5 10
4 8
NO.OF STUDENTS

NO.OF STUDENTS
4 8
3 6
3 6
2 4
1 2
0 0
Yes No Yes No
RESPONSES RESPONSES

Table 56 Response by 1st semester Students Table 57 Response by 2nd semester Students

DISTURBANCE WITH OUTDOOR DISTURBANCE WITH OUTDOOR

NOISE(4TH SEM) NOISE(6TH SEM)
20 12
NO.OF STUDENTS
17 10
NO.OF STUDENTS

10
15
8
10 6
4
5 3
2 1
0 0
Yes No Yes No
RESPONSES RESPONSES

Table 58 Response by 4th semester Students Table 59 Response by 6th semester Students

DISTURBANCE WITH OUTDOOR DISTURBANCE WITH OUTDOOR

NOISE(8TH SEM) NOISE(10TH SEM)
20 17 1.2 1
NO.OF STUDENTS
NO.OF STUDENTS

1
15
0.8
10 8 0.6
0.4
5
0.2 0
0 0
Yes No Yes No
RESPONSES RESPONSES

Table 60 Response by 8th semester Students Table 61 Response by 10th semester Students

23
 6.7.2 Audibility of Sound from sitting Space

(Fig 16.2: Audibility of Sound from sitting Space

This chart indicate that 46.3% of the student get average sound from their sitting space while 41.3%
of the student have clearly sound from their sitting space similarly,12.5% of the student have face
problem to listen sound from sitting space.

AUDIBILITY OF LECTURE AUDIBILITY OF LECTURE

SOUND(1ST SEM) SOUND(2ND SEM)
5 8
4
NO.OF STUDENTS
NO.OF STUDENTS

6
4 6 5
3
2 4 3
2
1 2
1
0 0
Yes No Average Yes No Average
RESPONSES RESPONSES

Table 53 Response by 1st semester Students Table 52 Response by 2nd semester Students

AUDIBILITY OF LECTURE AUDIBILITY OF LECTURE

SOUND(4TH SEM) SOUND(6TH SEM)
15 13 8
NO.OF STUDENTS

NO.OF STUDENTS

6
6
10
6 4 3
5 2
1 2
0 0
Yes No Average Yes No Average
RESPONSES RESPONSES

Table 64 Response by 4th semester Students Table 65 Response by 6th semester Students

24
 AUDIBILITY OF LECTURE AUDIBILITY OF LECTURE
SOUND(8TH SEM) SOUND(10TH SEM)
12 11 11 1.2
1
10 1
NO.OF STUDENTS

NO.OF STUDENTS
8 0.8
6 0.6
4 3 0.4
2 0.2
0 0
0 0
Yes No Average Yes No Average
RESPONSES RESPONSES

Table 66 Response by 8th semester Students Table 67 Response by 10th semester Students

6.8 Importance of the Design Studio Classroom

(Fig 17: Importance of Design Studio Classroom)

This chart indicate that maximum no. of student respond that for design and drawing, studio class is
very important than theory class and online.

25
 FOR INDIVIDUAL

IMPORTANCE OF PRACTICAL IMPORTANCE OF PRACTICAL

STUDIO CLASS (1ST SEM) STUDIO CLASS (2ND SEM)
4.5 4 9 8
4 8

NO.OF STUDENTS
NO.OF STUDENTS

3.5 3 7
3 6
2.5 5 4
2 4
1.5 3 2
1 2
0.5 0 0 1 0
0 0
Very Important Average Not Very Important Average Not
important important important important
RESPONSES RESPONSES

Table 55 Response by 1st semester Students Table 54 Response by 2nd semester Students

IMPORTANCE OF PRACTICAL IMPORTANCE OF PRACTICAL

STUDIO CLASS (4TH SEM) STUDIO CLASS (6TH SEM)
14 13 9 8
12 8
NO.OF STUDENTS

NO.OF STUDENTS

7
10
6
8 5
6 5 4
4 3 2
2 2 1
2 0 1 0
0 0
Very Important Average Not Very Important Average Not
important important important important
RESPONSES RESPONSES

Table 57 Response by 4th semester Students Table 56 Response by 6th semester Students

IMPORTANCE OF PRACTICAL IMPORTANCE OF PRACTICAL

STUDIO CLASS (8TH SEM) STUDIO CLASS (10TH SEM)
20 18 1.2
1
NO.OF STUDENTS
NO.OF STUDENTS

1
15
0.8
10 0.6
6
0.4
5
1 0.2
0 0 0 0
0 0
Very Important Average Not Very Important Average Not
important important important important
RESPONSES RESPONSES

Table 72 Response by 8th semester Students Table 73 Response by 10th semester Students

26
 6.9 PREFERRED ENVIRONMENTS
6.9.1 First Impression of Design Studio Classroom

(Fig 18.1: First Impression of Design Studio Classroom

This chart indicates that maximum no. of student have satisfactory first impression of the design studio
classroom.

FOR INDIVIDUAL

IMPRESSION OF CLASSROOM (2ND

SEM)
6 5 5
NO.OF STUDENTS

5
4
3 2
2 1 1
1
0
Very good Good Satisfactory Bad Very bad
RESPONSES

Table 59 Response by 1st semester Students Table 58 Response by 2nd semester Students

IMPRESSION OF CLASSROOM IMPRESSION OF CLASSROOM (6TH

(4TH SEM) SEM)
14 12 7 6
NO.OF STUDENTS

NO.OF STUDENTS

12 6
10 5
8 6 4 3
6 3 2
4 2
2 1 1 1 0 0
0
0 0

RESPONSES RESPONSES

Table 61 Response by 4th semester Students Table 60 Response by 6th semester Students
27
 IMPRESSION OF CLASSROOM (8TH IMPRESSION OF CLASSROOM (10TH
SEM) SEM)
13
14 1.2 1
NO.OF STUDENTS

NO.OF STUDENTS
12 10 1
10 0.8
8
6 0.6
4 0.4
1 1 0.2
2 0 0 0 0 0
0 0

RESPONSES RESPONSES

Table 63 Response by 8th semester Students Table 62 Response by 10th semester Students

6.9.2 Preference among the method of teaching

(Fig 18.2: Preference among the method of teaching)

This chart indicates that mostly student prefer practical class rather than theory classes in design studio
classroom.

FOR INDIVIDUAL
PREFERENCE OF CLASSROOM USE
PREFERENCE OF CLASSROOM USE
2ND SEM
1ST SEM
5 8 7
4
NO. OF STUDENTS
NO. OF STUDENTS

6
4 6
3
3
4
2
2 1
1
0
0 0
Theory Practical Both Theory Practical Both
USE OF CLASSROOM USE OF CLASSROOM

Table 65 Response by 1st semester Students Table 64 Response by 2nd semester Students

28
 PREFERENCE OF CLASSROOM USE PREFERENCE OF CLASSROOM USE
4TH SEM 6TH SEM N=11
15 8
12
NO.OF STUDENTS

NO. OF STUDENTS
6
6 5
10 8
4
5
2
0 0
0 0
Theory Practical Both Theory Practical Both
USE OF CLASSROOM USE OF CLASSROOM

Table 69 Response by 4th semester Students Table 68 Response by 6th semester Students

PREFERENCE OF CLASSROOM USE PREFERENCE OF CLASSROOM USE

8TH SEM 10TH SEM
20 18 1.2
1

NO. OF STUDENTS
1
NO.OF STUDENTS

15
0.8
10 0.6
7
0.4
5
0.2
0 0 0
0 0
Theory Practical Both Theory Practical Both
USE OF CLASSROOM USE OF CLASSROOM

Table 67 Response by 8th semester Students Table 66 Response by 10th semester Students

6.9.3 Comfortability of the classroom furniture

(Fig 18.3: Comfortability of Classroom Furniture)

29
 This chart indicates that maximum no. of students get satisfactory response toward comfortability of
furniture placed inside the design studio classroom.
FOR INDIVIDUAL

DEGREE OF COMFORTABILITY(1ST DEGREE OF

SEM) COMFORTABILITY(2ND SEM)
4 8 7
3

NO.OF STUDENTS
NO.OF STUDENTS

3 6
2 4
2 4 3
1 1
1 2
0
0 0
Very Comfortable Satisfactory Not Very Comfortable Satisfactory Not
comfortable comfortable comfortable comfortable
RESPONSES RESPONSES

Table 71 Response by 1st semester Students Table 70 Response by 2nd semester Students

DEGREE OF COMFORTABILITY(4TH DEGREE OF COMFORTABILITY(6TH

SEM) SEM)
14 12 7 6
NO.OF STUDENTS
NO.OF STUDENTS

12 6 5
10 5
8 6 4
6 3
4 2 2
2 0 1 0 0
0 0
Very Comfortable Satisfactory Not Very Comfortable Satisfactory Not
comfortable comfortable comfortable comfortable
RESPONSES RESPONSES

Table 73 Response by 4th semester Students Table 72 Response by 6th semester Students

DEGREE OF COMFORTABILITY(8TH DEGREE OF

SEM) COMFORTABILITY(10TH SEM)
12 1.2
10 1
NO.OF STUDENTS

NO.OF STUDENTS

10 1
8 7 0.8
6
6 0.6
4 0.4
2
2 0.2 0 0 0
0 0
Very Comfortable Satisfactory Not Very Comfortable Satisfactory Not
comfortable comfortable comfortable comfortable
RESPONSES RESPONSES

Table 75 Response by 8th semester Students Table 74 Response by 10th semester Students

30
 6.9.4 Importance of Comfortability of Classroom Furniture

(Fig 18.3: Comfortability of Classroom Furniture)

This chart indicates that comfortability of furniture for students is very important
FOR INDIVIDUAL

IMPORTANCE OF COMFORT(1ST IMPORTANCE OF

SEM) COMFORTABILITY(2ND SEM)
7 6 14 12
NO.OF STUDENTS

NO.OF STUDENTS

6 12
5 10
4 8
3 6
2 1 4 2
1 0 0 2 0 0
0 0
Very Important Average Not Very Important Average Not important
important important important
RESPONSES RESPONSES

Table 77 Response by 1st semester Students Table 76 Response by 2nd semester Students

IMPORTANCE OF
IMPORTANCE OF COMFORTABILITY(6TH SEM)
COMFORTABILITY(4TH SEM)
10 9
NO.OF STUDENTS

8
20 15
6
NO.OF STUDENTS

15
10 4 2
4 2
5 1 0 0 0
0 0
Very Important Average Not Very Important Average Not
important important important important
RESPONSES RESPONSES

Table 79 Response by 4th semester Students Table 78 Response by 6th semester Students

31
 IMPORTANCE OF IMPORTANCE OF
COMFORTABILITY(8TH SEM) COMFORTABILITY(10TH SEM)
25 21 1.2 1
NO.OF STUDENTS

NO.OF STUDENTS
20 1
15 0.8
0.6
10 0.4
5 2 2 0.2
0 0 0 0
0 0
Very Important Average Not Very Important Average Not
important important important important
RESPONSES RESPONSES

Table 80 Response by 8th semester Students Table 81 Response by 10th semester Students

6.9.5 Preference of the Classroom side

(Fig 18.4: Preference of the Classroom side)

The above graph gives us a conclusion that students prefer to sit near the window in winter and far
from the window in summer.

32
 FOR INDIVIDUAL

Room No: - 406/407

Used by 1st year students (1st semester and 2nd semester)

PREFERENCE OF SEAT(1ST SEM) PREFERENCE OF SEAT(2ND SEM)

4.5 4 4 12 11
4
NO.OF STUDENTS

NO.OF STUDENTS
3.5 10
3 8 7
2.5 2
2 6
1.5 4
1 2
0.5 0 2
0
0 0
Near the Far from the Near the Far from the Near the Far from the Near the Far from the
window window window window window window window window
(summer) (summer) (winter) (winter) (summer) (summer) (winter) (winter)
RESPONSES RESPONSES

Table 82 Response by 1st semester Students Table 83 Response by 2nd semester Students

Room no: - 406 / 407 has balcony on the south direction, which also acts as a shading device. So,
students prefer to seat near the window row seat as there is moderate temperature throughout the year.
Therefore from the above graph we can conclude that; Most of the students prefer to seat near the
window seat throughout the year.

Room No: - 401/402

Used by 2nd and 3rd year students (1st semester and 2nd semester)

PREFERENCE OF SEAT(4TH SEM) PREFERENCE OF SEAT(6TH SEM)

14 13
8 7
NO.OF STUDENTS

NO.OF STUDENTS

12 7 6
10 9 6
8 5
6
6 4
3 2
4 2
2 0 1 0
0 0
Near the Far from the Near the Far from the Near the Far from the Near the Far from the
window window window window window window window window
(summer) (summer) (winter) (winter) (summer) (summer) (winter) (winter)
RESPONSES RESPONSES

Table 84 Response by 4th semester Students Table 85 Response by 6th semester Students
Room no :- 401/402 lies on the south direstion. So, students prefer to seat far from the window row
seat in the summer as there is high temperature in the summer. Therefore from the above graph we can
conclude that; most of the students prefer to seat near the window seat in winter and far from the
window in summer.

33
 Room No: - 403/404

Used by 4nd (7th semester and 8th semester)

PREFERENCE OF SEAT(8TH SEM) PREFERENCE OF SEAT(10TH SEM)

18 17 1.2 N=1
16 15 1
1

NO.OF STUDENTS
NO.OF STUDENTS

14
12 0.8
10 8 0.6
8
6 0.4
4
0.2
2 0 0 0 0
0 0
Near the Far from the Near the Far from the Near the Far from the Near the Far from the
window window window window window window window window
(summer) (summer) (winter) (winter) (summer) (summer) (winter) (winter)
RESPONSES RESPONSES

Table 86 Response by 8th semester Students Table 87 Response by 10th semester Students

Room no :- 403/404 lies on the north direstion. So, students prefer to seat far from the window row
seat in the summer as there is high temperature in the summer. Therefore from the above graph we can
conclude that; most of the students prefer to seat near the window seat in winter and far from the
window in summer.

6.10 IMPORTANCE OF ARRANGEMENT FLEXIBILITY IN STUDIO CLASSROOM

 To provide proper circulation space
 For different activities (group work , presentation)
 To use various instruments

We found out that; a well-planned learning environment for design studio classroom with flexibile
& comfortable furniture, appropriate lighting and temperature is very important to positively
support teaching / learning experience.

34
 7. FINDINGS

No Factors Literature 401/402 403/404 406/407

1. Space - South North North

2. Room size 6.8m x 6.4m 8.5m x 6.5m 8.5m x 6.5m 9.5m x 8.8m

3. Per student work 2.79-3.72m2 2.30m2 2.30m2 3.35m2

station
4. Furniture
i)Size 1.1x0.42x0.7 1.07x0.8x1.01 1.07x0.8x1.01 1.07x0.8x1.01
ii)No 6
4x6 4x6 5x5
5. White Board 4.94x1.25m 4.94x1.25m 4.94x1.25m
0.86m above the 0.86m above the 0.86m above the
platform platform platform
6. Platform 3.8x0.93x0.3 3.8x0.93x0.3 5.8x0.93x0.3

7. Wall area for Larger is 4.88x1.22m 4.88x1.22m 4.88x1.22m

display better.
8. Light -Large -South -North & East -North & South
i)window window from
orientation orientation
ii)Light direction with no -403-left hand -406/407-left hand
direct sun -401-right hand side and back side and right
-Right hand side -404- left hand hand side
side 402- left hand side side
9. Temperature Room with
little sun
heat, whether
by
orientation or
shading

35
10. Sound

11. Noise Large Ground, Generator, School,

distance Saw machine, Nearby People in balcony,
from noise or Nearby classroom, Ground,
presence of classroom,
buffer zone
12. Color Light/white White White White
walls with
bright
highlights

36
 8. CONCLUSION

Thus, the survey and study shows that, this study indicated that 66% of the respondents believe that the
ideal design-studio classroom should enable both drafting and computer capabilities.

9. RECOMMENDATIONS

Design based solutions like placement of windows, arrangement of the furniture, sound proofing in
case of internal and external noises, proper ventilation to maintain the internal environment and make
it livable throughout the period of time and proper use of color could be adopted.

This can ensure disturbance less drawing and designing process, consultation and interaction among
the teachers and students themselves resulting in the better use of the built environment thus good
response of the built environment towards its users.

37
10. REFERENCES
 A journal article on Daylighting and visual performance: evaluation of classroom design issues
in the UAE by Khaled A. and Al. Sallal (International Journal of Low-Carbon Technologies,
Volume 5, Issue 4, December 2010)
 Classroom and behavior management Dr sajeena s icssr post-doctoral research fellow school
of pedagogical sciences, MG university
 Architectural Design Studio Responsibilities and expectations by CT. Lakshmanan B.Arch.,
M.C.P. Slideshare
 Quality Learning Environments: Design-Studio Classroom (ASSEM OBEIDAT AND RAED
AL-BAQLA, 2012)
 The impact of classroom design on pupils' learning: Final results of a holistic, multi-level
analysis by Peter Barrett, Fay Davies, Yufan Zhang, Lucinda Barrett
 Webber, L., Marini, M., & Abraham, J. (2000). Higher education classrooms fail to meet
needs of faculty and students. Journal of Interior Design, 26(1), 16-34

38
ACKNOWLEDGEMENTS

I would like to extend my sincere gratitude to Ar. Rikesh Shrestha for providing invaluable supervision and
support throughout the process of completing this built environment project titled “human behavior in
studio classroom”.

Lastly, we recognize that this research project may have limitations and potential shortcomings which we
take full responsibility for any errors or omissions and try to improve our work in future research endeavor.
LIST OF FIGURES
Figure 1 Planning of a Design Studio Classroom ………..…………………………………….….….4

Figure 2 Faculties………………………………………………………………………………..…….7

Figure 3 Semesters………………………………………………………………………………….…8

Figure 4.1 Classroom Location…………………………………………………………………………9

Figure 4.2 Use of Studio Classroom Section of a Classroom natural light entering the classroom 401
and 402…………………………………………………………………………………….10
Figure 5 Natural light entering the classroom 406 and 407)………………………………………. 11

Figure 6 Natural light entering the classroom 406 and 407…...........................................................11

Figure 7 Section of a Classroom natural light entering the classroom 401 and 402……………….12
Figure 8 Visibility of Whiteboard…………………………………………………………………..12
Figure 9 Importance of Lighting in Design Studio…………………………………………...…….13
Figure 10 Side of classroom of natural light………………......………………………………….….15
Figure 11 Adequacy of Natural Light……………………………………………………………..…16
Figure 12 Glare Experience ………….…………………………………………………………….…17
Figure 13 Temperature in classroom……………………………………………………………..….18
Figure 14 Current Color in classroom………………………………………………………………...20
Figure 15 Noises from road, ground, Kwopring school and people in balcony for room 406/407)….22
Figure 16.1 Noise Experience………………………………………………………………………..…22
Figure 16.2 Audibility of Sound from sitting Space……………………………………………………24
Figure 17 Importance of Design Studio Classroom…………………………………………………..25
Figure 18.1 First Impression of Design Studio Classroom ……………………………………………27
Fig 18.2 Preference among the method of teaching………………………………………………...28
Fig 18.3 Comfortability of Classroom Furniture………………………………………………….…29
Fig 18.4 Preference of the Classroom side……………………………………………………….…32