ADDIS ABABA SCIENCE AND TECHNOLOGY

UNIVERSITY
COLLEGE OF ENGINEERING
DEPARTMENT OF ARCHITECTURE
FINAL YEAR PROJECT
INNOVATIVE AND CREATIVE LEARNING SPACES: A STUDY ON PROMOTIONAL STRATEGIES
AND ITS IMPACT ON STUDENT ENGAGEMENT

RUTH MEKONNEN SEC B, ETS0575/12

 INTRODUCTION

• IN RECENT YEARS, THERE HAS BEEN GROWING INTEREST IN EDUCATION ABOUT CREATING
INNOVATIVE AND CREATIVE LEARNING SPACES. TRADITIONAL CLASSROOMS SOMETIMES FEEL
A BIT RIGID AND DON'T ALWAYS SPARK STUDENTS' CREATIVITY OR ENGAGEMENT. THAT'S
WHY EDUCATORS AND SCHOOLS ARE EXPLORING NEW WAYS TO DESIGN LEARNING
ENVIRONMENTS THAT INSPIRE STUDENTS AND PROMOTE COLLABORATION AND CRITICAL
THINKING. IN THIS RESEARCH, WE'LL BE LOOKING AT THE PROMOTIONAL STRATEGIES USED TO
DEVELOP THESE INNOVATIVE LEARNING SPACES AND HOW THEY IMPACT STUDENT
ENGAGEMENT IN SCHOOLS.
 PROBLEM STATEMENT

• IN TRADITIONAL EDUCATIONAL SETTINGS, THE PHYSICAL ENVIRONMENT HAS OFTEN BEEN

OVERLOOKED AS A CONTRIBUTING FACTOR TO STUDENT ENGAGEMENT AND LEARNING
OUTCOMES. HOWEVER, WITH THE CHANGING LANDSCAPE OF EDUCATION, THERE IS A GROWING
RECOGNITION OF THE NEED FOR INNOVATIVE AND CREATIVE LEARNING SPACES THAT PROMOTE
COLLABORATION, CRITICAL THINKING, AND PROBLEM-SOLVING SKILLS AMONG STUDENTS. DESPITE
THE INCREASED IMPLEMENTATION OF SUCH SPACES, THERE IS A LACK OF COMPREHENSIVE
RESEARCH ON THE PROMOTIONAL STRATEGIES EMPLOYED TO CREATE AWARENESS AND THE
SUBSEQUENT IMPACT ON STUDENT ENGAGEMENT. THEREFORE, THERE IS A NEED TO INVESTIGATE
THE SIGNIFICANCE OF INNOVATIVE AND CREATIVE LEARNING SPACES AND UNDERSTAND HOW
PROMOTIONAL STRATEGIES CAN EFFECTIVELY ENHANCE STUDENT ENGAGEMENT IN THESE
ENVIRONMENTS.
 GENERAL OBJECTIVE

• TO EXAMINE THE SIGNIFICANCE OF INNOVATIVE AND CREATIVE LEARNING SPACES AND THEIR
IMPACT ON STUDENT ENGAGEMENT, WITH A FOCUS ON UNDERSTANDING THE RELATIONSHIP
BETWEEN THE PHYSICAL DESIGN AND LAYOUT OF LEARNING SPACES, AND THE THEORETICAL
FOUNDATIONS THAT INFORM THE DESIGN OF LEARNING SPACES FOSTERING CREATIVITY AND
INNOVATION.
 SPECIFIC OBJECTIVE

• INVESTIGATE THE IMPACT OF PHYSICAL DESIGN AND LAYOUT OF LEARNING SPACES ON

STUDENTS' CREATIVE THINKING AND PROBLEM-SOLVING ABILITIES
• EXAMINE HOW THEORIES OF SELF-DETERMINATION THEORY SOCIAL CONSTRUCTIVISM,
ENVIRONMENTAL PSYCHOLOGY, AND COGNITIVE LOAD THEORY INFORM THE DESIGN OF
LEARNING SPACES THAT CONTRIBUTE TO CREATIVITY AND INNOVATION.
 RESEARCH QUESTIONS

• HOW DOES THE PHYSICAL DESIGN AND LAYOUT OF LEARNING SPACES IMPACT STUDENTS'
CREATIVE THINKING AND PROBLEM-SOLVING ABILITIES?
• HOW DO THEORIES OF SELF-DETERMINATION THEORY SOCIAL CONSTRUCTIVISM,
ENVIRONMENTAL PSYCHOLOGY, AND COGNITIVE LOAD THEORY INFORM THE DESIGN OF
LEARNING SPACES THAT CONTRIBUTE TO CREATIVITY AND INNOVATION?
 RESEARCH METHODOLOGY

• THE STUDY WILL UTILIZE A MIXED-METHODS RESEARCH DESIGN TO GATHER BOTH QUALITATIVE
AND QUANTITATIVE DATA. THE QUALITATIVE COMPONENT WILL INVOLVE INTERVIEWS TO
EXPLORE PARTICIPANTS' PERCEPTIONS OF INNOVATIVE AND CREATIVE LEARNING SPACES AND
THEIR IMPACT ON STUDENT ENGAGEMENT. THE QUANTITATIVE COMPONENT WILL EMPLOY
SURVEYS TO COLLECT DATA ON PROMOTIONAL STRATEGIES AND THEIR RELATIONSHIP TO
STUDENT ENGAGEMENT.
 LITERATURE REVIEW
• DEFINITIONS AND CONCEPTUALIZATION
• IN THE CONTEXT OF THIS RESEARCH PAPER, IT IS ESSENTIAL TO ESTABLISH A CLEAR
UNDERSTANDING OF THE DEFINITIONS AND CONCEPTUALIZATION OF INNOVATIVE AND
CREATIVE LEARNING SPACES. INNOVATIVE LEARNING SPACES ARE ENVIRONMENTS THAT DEPART
FROM TRADITIONAL CLASSROOMS BY INCORPORATING DESIGN ELEMENTS, TECHNOLOGY
INTEGRATION, AND FLEXIBLE ARRANGEMENTS TO FACILITATE ACTIVE AND COLLABORATIVE
LEARNING. THESE SPACES ARE OFTEN CHARACTERIZED BY THEIR ADAPTABILITY, ALLOWING FOR
VARIOUS MODES OF TEACHING AND LEARNING. CREATIVE LEARNING SPACES, ON THE OTHER
HAND, EMPHASIZE THE CULTIVATION OF CREATIVITY, IMAGINATION, AND CRITICAL THINKING
SKILLS. THEY ARE DESIGNED TO INSPIRE AND SUPPORT STUDENTS' CREATIVE PROCESSES
THROUGH THE INTEGRATION OF INTERACTIVE TOOLS, ARTISTIC MATERIALS, AND STIMULATING
VISUAL ELEMENTS
 THEORETICAL FRAMEWORKS

• SELF-DETERMINATION THEORY
• SELF-DETERMINATION THEORY (SDT), WHICH POSITS THAT INDIVIDUALS ARE MOTIVATED WHEN
THEY FEEL AUTONOMOUS, COMPETENT, AND CONNECTED TO OTHERS.
• SELF-DETERMINATION THEORY (SDT) CAN BE APPLIED TO THE PHYSICAL LEARNING SPACE TO
CREATE A BETTER LEARNING ENVIRONMENT THAT SUPPORTS LEARNERS' INTRINSIC
MOTIVATION, AUTONOMY, AND COMPETENCE BY
• • OFFER CHOICE AND AUTONOMY: PROVIDE LEARNERS WITH OPPORTUNITIES TO MAKE CHOICES
AND HAVE CONTROL OVER THEIR LEARNING ENVIRONMENT.
• PROVIDE OPPORTUNITIES FOR COMPETENCE BUILDING: DESIGN THE PHYSICAL LEARNING SPACE TO
OFFER OPPORTUNITIES FOR LEARNERS TO DEVELOP AND SHOWCASE THEIR COMPETENCIES.
INCORPORATE RESOURCES, TOOLS, AND MATERIALS THAT SUPPORT SKILL DEVELOPMENT AND
CHALLENGE LEARNERS APPROPRIATELY.
• • CREATE A SENSE OF BELONGING: CREATE A PHYSICAL LEARNING SPACE THAT PROMOTES A SENSE
OF BELONGING AND CONNECTEDNESS AMONG LEARNERS.
• SOCIAL CONSTRUCTIVISM
• SOCIAL CONSTRUCTIVISM EMPHASIZES THE ROLE OF SOCIAL INTERACTIONS AND
COLLABORATIVE LEARNING IN THE CONSTRUCTION OF KNOWLEDGE. IN THIS FRAMEWORK,
LEARNING SPACES ARE SEEN AS SOCIAL ENVIRONMENTS THAT FACILITATE DIALOGUE,
COOPERATION, AND THE CO-CONSTRUCTION OF MEANING AMONG STUDENTS.
• SOCIAL CONSTRUCTIVISM CAN BE APPLIED TO THE DESIGN OF A PHYSICAL LEARNING SPACE
TO CREATE AN ENVIRONMENT THAT SUPPORTS COLLABORATIVE LEARNING, ACTIVE
ENGAGEMENT, AND THE CONSTRUCTION OF KNOWLEDGE THROUGH SOCIAL INTERACTION BY
–
• ARRANGE THE SPACE FOR COLLABORATION: DESIGN THE PHYSICAL LEARNING SPACE TO FACILITATE
COLLABORATION AND GROUP WORK.
• SUPPORT AUTHENTIC LEARNING EXPERIENCES: DESIGN THE PHYSICAL LEARNING SPACE TO MIRROR
REAL-WORLD CONTEXTS AND PROVIDE AUTHENTIC LEARNING EXPERIENCES. CREATE SPACES THAT
RESEMBLE WORKPLACES, LABORATORIES, OR COMMUNITY SETTINGS RELEVANT TO THE SUBJECT
MATTER.
• INCORPORATE TECHNOLOGY FOR COLLABORATION: INTEGRATE TECHNOLOGY TOOLS THAT
FACILITATE COLLABORATION AND KNOWLEDGE CONSTRUCTION.
• ENVIRONMENTAL PSYCHOLOGY
• THIS FIELD FOCUSES ON THE INTERPLAY BETWEEN PEOPLE AND THEIR PHYSICAL ENVIRONMENTS
AND HOW THESE ENVIRONMENTS INFLUENCE BEHAVIOR AND WELL-BEING
• WITHIN THE CONTEXT OF LEARNING SPACES, ENVIRONMENTAL PSYCHOLOGY CAN HELP
EXPLORE HOW THE DESIGN, AESTHETICS, AND FUNCTIONALITY OF THESE SPACES IMPACT
STUDENTS' EMOTIONAL AND COGNITIVE RESPONSES, WHICH, IN TURN, AFFECT THEIR
ENGAGEMENT.
• LIGHT
• GOOD NATURAL LIGHT IN EDUCATIONAL ENVIRONMENTS HAS BEEN FOUND TO CONTRIBUTE
TO PHYSICAL AND MENTAL COMFORT, BEYOND ITS FUNCTIONAL ROLE IN AIDING SIGHT
• TO OPTIMIZE DAYLIGHTING IN LEARNING SPACES, IT IS RECOMMENDED THAT NATURAL
DAYLIGHT BE THE PRIMARY SOURCE OF LIGHTING, SUPPLEMENTED BY ELECTRIC LIGHT WHEN
DAYLIGHT LEVELS DIMINISH. THE EFFECTIVE DAYLIGHTING REQUIREMENTS IN SCHOOLS CAN BE
SUMMARIZED AS FOLLOWS:
• ADEQUATE AMOUNT OF LIGHT: THE BUILDING ORIENTATION SHOULD BE ALONG AN EAST-WEST AXIS
TO MAXIMIZE EXPOSURE TO DAYLIGHT
• SATISFACTORY DISTRIBUTION OF LIGHT: LARGE WINDOWS AND/OR CLERESTORY WINDOWS PLACED
HIGH IN THE WALLS CAN OPTIMIZE DAYLIGHT DISTRIBUTION AND BRING LIGHT DEEPER INTO THE
SPACE
• ABSENCE OF GLARE: TO MINIMIZE DISCOMFORT GLARE, IT IS BENEFICIAL TO BRING DAYLIGHT INTO
THE SPACE FROM MULTIPLE DIRECTIONS
• SOUND
• THE CONTROL OF SOUND WITHIN ENCLOSED SPACES, KNOWN AS ROOM ACOUSTICS, IS
CRUCIAL FOR CREATING DESIRABLE AUDITORY CONDITIONS FOR BOTH SOUND PRODUCTION
AND RECEPTION. THE ACOUSTIC ENVIRONMENT OF A BUILDING IS DETERMINED BY TWO KEY
ASPECTS: THE QUALITY OF AUDITORY PERCEPTION AND THE CONTROL OF NOISE.
• THE FUNDAMENTAL REQUIREMENTS FOR GOOD ACOUSTICS IN LEARNING SPACES CAN BE
SUMMARIZED AS FOLLOWS:
• ACCEPTABLE NOISE LEVEL: IT IS IMPORTANT TO MAINTAIN AN ACCEPTABLE NOISE LEVEL IN LEARNING
SPACES TO MINIMIZE DISTRACTIONS AND FACILITATE CONCENTRATION
• ADEQUATE SOUND LEVELS: SUFFICIENT SOUND LEVELS ARE NECESSARY TO ENSURE THAT SPEECH AND
OTHER DESIRED SOUNDS ARE AUDIBLE TO ALL LISTENERS IN THE ROOM
• EVEN DISTRIBUTION OF SOUND: ACHIEVING AN EVEN DISTRIBUTION OF SOUND THROUGHOUT THE
ROOM IS CRUCIAL TO ENSURE THAT ALL LISTENERS CAN HEAR CLEARLY AND PERCEIVE THE INTENDED
MESSAGE
• SUITABLE SOUND DELAY: THE RATE OF SOUND DELAY SHOULD BE APPROPRIATE FOR THE TYPE OF
ROOM AND THE ACTIVITIES TAKING PLACE WITHIN IT
• TEMPERATURE
• ACHIEVING THERMAL COMFORT IN BUILDINGS INVOLVES MAINTAINING APPROPRIATE
TEMPERATURE, HUMIDITY, AIR MOVEMENT, AND HUMAN ACTIVITY CONDITIONS WITHIN A
SPECIFIC RANGE. SEVERAL BUILDING DESIGN OPTIONS HAVE A SIGNIFICANT IMPACT ON
THERMAL PERFORMANCE:
• ORIENTATION: SOLAR HEAT IS THE PRIMARY SOURCE OF WARMTH. BY CONSIDERING SOLAR ANGLES
AND THE PATH OF THE SUN THROUGHOUT THE DAY, THE ORIENTATION OF THE BUILDING CAN BE
OPTIMIZED TO MAXIMIZE OR MINIMIZE SOLAR HEAT GAIN, DEPENDING ON THE CLIMATE AND DESIRED
THERMAL CONDITIONS.
• BUILDING LAYOUT: THE LAYOUT AND SHAPE OF A BUILDING GREATLY INFLUENCE HEAT GAINS AND
LOSSES. THE EXCHANGE OF HEAT BETWEEN THE INTERIOR AND EXTERIOR ENVIRONMENTS IS DIRECTLY
PROPORTIONAL TO THE SURFACE AREA OF THE BUILDING ENVELOPE
• • WINDOWS: THE SIZE AND CHARACTERISTICS OF WINDOWS PLAY A CRUCIAL ROLE IN THE THERMAL
PERFORMANCE OF A BUILDING.
• AIR QUALITY
• INDOOR AIR QUALITY AND ADEQUATE BUILDING VENTILATION ARE CRUCIAL CONSIDERATIONS
FOR MAINTAINING A HEALTHY AND PRODUCTIVE LEARNING ENVIRONMENT IN SCHOOLS.
• A STUDY CONDUCTED BY COLEY AND GREEVES (2004) INVESTIGATED THE IMPACT OF LOW
VENTILATION RATES ON THE COGNITIVE FUNCTIONS OF CHILDREN. THE STUDY FOUND THAT
ELEVATED LEVELS OF CO2 IN CLASSROOMS WERE ASSOCIATED WITH SLOWER ATTENTIONAL
PROCESSES, RESULTING IN A DECREMENT IN THE "POWER OF ATTENTION" BY APPROXIMATELY
5%.
• TO ADDRESS INDOOR AIR QUALITY AND VENTILATION IN SCHOOLS, TWO PRACTICAL OPTIONS
CAN BE CONSIDERED:
• • ORIENTATION: DESIGNING BUILDINGS WITH CONSIDERATION FOR PREVAILING WINDS CAN
OPTIMIZE THE AIRFLOW WITHIN THE SPACE.
• • WINDOWS: WINDOWS SERVE AS OPENINGS IN THE BUILDING ENVELOPE, FACILITATING THE
EXCHANGE OF HEAT, LIGHT, SOUND, VIEWS, AND VENTILATION
• COLOUR
• TWO PRACTICAL OPTIONS ARE EMPHASIZED CONCERNING COLOR USAGE IN EDUCATIONAL
SETTINGS:
• APPEARANCE: COLOR DIRECTLY AFFECTS AN INDIVIDUAL'S IMPRESSION OF TEMPERATURE, OBJECT
SIZE, AND SPATIAL DISTANCE. ACHIEVING THE RIGHT BALANCE BETWEEN COMPLEXITY AND UNITY IS
ESSENTIAL TO AVOID OVERSTIMULATION OR UNDER STIMULATION. CHOOSING APPROPRIATE COLOR
SCHEMES CAN HELP CREATE VISUALLY HARMONIOUS AND ENGAGING LEARNING ENVIRONMENTS.
• ROOM FUNCTIONALITY: THE NATURE OF THE LEARNING TASK STRONGLY INFLUENCES COLOR
SELECTION. DIFFERENT COLORS CAN ASSIST IN ACHIEVING THE DESIRED LEVEL OF CONCENTRATION
BY DISCRIMINATING BETWEEN PSYCHOLOGICALLY STIMULATING AND PHYSIOLOGICALLY
STIMULATING COLORS. IT IS CRUCIAL TO TAILOR COLOR SCHEMES TO SPECIFIC ROOMS AND
FUNCTIONS WITHIN EDUCATIONAL BUILDINGS
• COGNITIVE LOAD THEORY
• . THIS THEORY SUGGESTS THAT LEARNERS HAVE LIMITED COGNITIVE RESOURCES, AND THEIR
ENGAGEMENT AND LEARNING OUTCOMES ARE INFLUENCED BY HOW THESE RESOURCES ARE
ALLOCATED
• COGNITIVE LOAD THEORY CAN BE EXTENDED TO THE PHYSICAL LEARNING SPACE TO OPTIMIZE
THE LEARNING EXPERIENCE BY :
• REDUCE VISUAL CLUTTER: MINIMIZING UNNECESSARY VISUAL DISTRACTIONS IN THE LEARNING SPACE
REDUCES COGNITIVE LOAD AND ENHANCES FOCUS.
• OPTIMIZE CLASSROOM LAYOUT: ARRANGING FURNITURE AND LEARNING MATERIALS STRATEGICALLY
CAN REDUCE COGNITIVE LOAD AND PROMOTES ENGAGEMENT.
• ENHANCE ENVIRONMENTAL COMFORT: CREATING A COMFORTABLE AND CONDUCIVE LEARNING
ENVIRONMENT IS CRUCIAL FOR REDUCING COGNITIVE LOAD.
• PROVIDE CLEAR SIGNAGE AND VISUAL CUES: CLEAR SIGNAGE AND VISUAL CUES HELP LEARNERS
NAVIGATE THE PHYSICAL SPACE EFFECTIVELY, REDUCING COGNITIVE LOAD.
• UTILIZE LEARNING ZONES: DESIGNATING SPECIFIC AREAS FOR DIFFERENT LEARNING ACTIVITIES HELPS
REDUCE COGNITIVE LOAD ASSOCIATED WITH TASK SWITCHING AND AMBIGUITY.
• INCORPORATE INTERACTIVE LEARNING TOOLS: INTEGRATING INTERACTIVE LEARNING TOOLS AND
TECHNOLOGY ALIGNED WITH COGNITIVE LOAD THEORY ENHANCES THE LEARNING ENVIRONMENT.
• PROVIDE ADEQUATE BREAK AREAS: INCLUDING DESIGNATED BREAK AREAS WITHIN THE LEARNING
SPACE ALLOWS LEARNERS TO REST AND RECHARGE, REDUCING COGNITIVE LOAD AND IMPROVING
OVERALL LEARNING PERFORMANCE.
 DATA PRESENTATION AND DISCUSSION

• THE AIM OF THIS RESEARCH WAS TO INVESTIGATE THE EXPERIENCES OF HIGH SCHOOL
STUDENTS REGARDING THEIR SCHOOL BUILDING DESIGN AND ITS INFLUENCE ON THEIR
CREATIVITY AND INNOVATION. A TOTAL OF 46 PARTICIPANTS COMPLETED A COMPREHENSIVE
QUESTIONNAIRE COMPRISING 15 QUESTIONS, PROVIDING VALUABLE INSIGHTS INTO THIS
SUBJECT MATTER.
 INTERPRETATION OF DATA COLLECTED

• FLEXIBLE AND ADAPTABLE CLASSROOMS, AMPLE NATURAL LIGHT AND VENTILATION, ARTISTIC AND
AESTHETICALLY PLEASING ELEMENTS, AND TECHNOLOGY INTEGRATION WERE IDENTIFIED AS
ASPECTS OF SCHOOL BUILDING DESIGN THAT CONTRIBUTE TO PROMOTING INNOVATION AND
CREATIVITY.
• ART STUDIOS OR CREATIVE SPACES, COLLABORATION ZONES, AND OUTDOOR AREAS WERE
IDENTIFIED AS THE TYPES OF LEARNING SPACES WHERE INDIVIDUALS FEEL MOST CREATIVE AND
INNOVATIVE.
• ACCESS TO COMPUTERS AND SOFTWARE, AVAILABILITY OF ONLINE RESOURCES AND RESEARCH
TOOLS, AND USE OF EDUCATIONAL APPS OR PLATFORMS WERE SEEN AS WAYS IN WHICH THE
AVAILABILITY OF TECHNOLOGY ENHANCES THE ABILITY TO BE CREATIVE AND INNOVATIVE.
• COLORFUL AND VISUALLY APPEALING DESIGNS, ARTWORK OR MURALS, INSPIRING QUOTES OR MESSAGES,
AND OPEN AND COLLABORATIVE SPACES WERE OBSERVED AS FEATURES IN SCHOOL BUILDINGS THAT INSPIRE
CREATIVITY AND INNOVATION.
• QUIET AND FOCUSED ENVIRONMENTS FOR CONCENTRATION, COLLABORATIVE SPACES FOR GROUP WORK
AND DISCUSSIONS, AND OUTDOOR AREAS FOR INSPIRATION AND FRESH AIR WERE IDENTIFIED AS THE
DIFFERENT LEARNING ENVIRONMENTS THAT POSITIVELY IMPACT THE ABILITY TO THINK CREATIVELY AND SOLVE
PROBLEMS.
• DESIGNATED SPACES FOR GROUP WORK, OPEN FLOOR PLANS AND COMMUNAL AREAS, FLEXIBLE FURNITURE
ARRANGEMENTS, AND AVAILABILITY OF TECHNOLOGY FOR COLLABORATIVE PROJECTS WERE CONSIDERED
ESSENTIAL FOR PROMOTING COLLABORATION AND TEAMWORK IN SCHOOL LEARNING SPACES.
 CONCLUSION AND RECOMMENDATION

• BASED ON THE LITERATURE REVIEW AND QUESTIONNAIRE ANALYSIS, SEVERAL

RECOMMENDATIONS CAN BE MADE FOR DESIGNING SCHOOLS THAT PROMOTE INNOVATION
AND CREATIVITY. THESE RECOMMENDATIONS ARE BASED ON THE IDENTIFIED DESIGN ELEMENTS
AND FACTORS THAT HAVE BEEN SHOWN TO HAVE A POSITIVE IMPACT ON STUDENTS'
CREATIVE THINKING AND INNOVATIVE ABILITIES:
• INCORPORATE ART AND AESTHETICS
• PROVIDE FLEXIBLE AND INVITING SPACES
• INTEGRATE TECHNOLOGY
• EMPHASIZE NATURAL ELEMENTS
• PROMOTE STUDENT INVOLVEMENT
• CONSIDER ACOUSTICS AND NOISE REDUCTION
• DESIGNATE RELAXATION AND MINDFULNESS SPACES
• PROMOTE INTERDISCIPLINARY COLLABORATION
• PROVIDE AMPLE RESOURCES AND TOOLS