The Use of Designed Learning Spaces

This study has investigated the extent to which the behavior and perceptions of students and
teachers of an innovative learning space aligned with its intended functions as described the
designer and principal of the school. Additionally, the research aimed to identify which design
features appeared to be most utilized and salient to student activities associated with learning.
Qualitative observations and notes were conducted in two classrooms at an innovative high school
in Silicon Valley. Following observations, interviews were conducted with eight students, the two
teachers of the observed classrooms, the school’s principal, and the designer of the school. A
significant discrepancy between design intent and use of space was identified by both designer and
principal. Although the spaces of the school were designed for a rotating classroom model, where
teachers schedule different classrooms for use, the school currently adopts a more traditional
teacher-to-classroom model. Despite this, there was a significant alignment of institutional mission
in the behavior of teachers and students. Results suggest that the design of classrooms influenced
teacher pedagogy towards certain activities. Tools such as wheeled chairs gave students actual and
perceived mobility, which likely fostered student autonomy and sociability that traditional
classrooms do not afford. The results of this study speak to the need for adaptable learning spaces.
Ultimately, the learning space is an important tool that administrators and teachers can use to
influence student learning and experience.