Abstract

Abstract:

The thesis aims to optimise the architecture of learning spaces, using the learning experience as a generator of architecture. Some conventional schools in cities, especially those catering to the urban middle class, may not adequately address the psychological and physiological requirements of their users – students, teachers and administrators; they may reinforce extrinsically motivated learning. There is a need to shift the focus of the design from infrastructure, logistics and technology to an optimal learning experience. Literature suggests that intrinsic motivation leads to a more rewarding learning experience than extrinsic motivation. Intrinsic motivation also increases chances for the occurrence of Flow, a highly rewarding mental state which makes learning effortless. Several methods of teaching, learning styles and philosophies of education encourage intrinsic motivation, in part through their learning environments and architecture. This thesis will study these architectural characters and the possibility of their application in school design. This thesis is limited to the architecture of learning spaces and does not endorse any particular philosophy of education. The architecture of a learning space cannot dictate any method of teaching; however, it can encourage some methods over others. In addition, architecture is pivotal in creating an engaging learning environment, in terms of the sensorial stimuli it provides to students and teachers. The research is broken down into parts: Studying some existing learning spaces in the Mysore- Bangalore region, through a pilot study, to establish the need for better designed learning spaces with respect to stakeholders’ needs. Next, studying the role of intrinsic motivation in the learning experience through literature review - to identify specific, philosophies of education, curriculum systems or teaching methods. Finally, studying the architecture of selected schools which utilise the concepts previously identified, to look for a common thread or pattern of welldesigned learning spaces. The outcome of this research is a design toolkit which would enable the researcher to effectively design a learning space which encourages Flow.

Keywords: Learning space: Learning space or learning setting refers to a physical setting for a learning environment, a place in which teaching and learning occur. They support a variety of pedagogies, including quiet study, passive or active learning, kinaesthetic or physical learning, vocational learning, experiential learning, and others. Intrinsic motivation: Intrinsic motivation is the act of doing something without any obvious external rewards. One does it because it’s enjoyable and interesting, rather than because of an outside incentive or pressure to do it, such as a reward or deadline. Extrinsic motivation: When you’re extrinsically motivated, you do something in order to gain an external reward. This can mean getting something in return, such as good marks, or avoiding getting into trouble, such as failing an exam. Flow: Flow is a concept by Mihaly Csikszentmihalyi, a renowned researcher and professor of psychology. Flow is a mental state in which a student is intrinsically motivated and highly involved in an activity suited to their skill level. The experience of flow is rewarding, yields high productivity and fulfilment.

Undergraduate Architectural Thesis | Sahana Doravari | 4CM15AT012 WCFA Mysuru 1