The Effects of Learning Spaces

on University Students
Susan Collins|
Educational Technology
- iMET 16
| California
Sacramento
March 2015
Susan Collins
| Educational
Technology
- iMET
17 State
| University,
California
State |University,
Sacramento | Spring, 2016

Introduction
This research study:
Explored how the design of technology enhanced active learning environments affect university
students.

Procedure
Step 1

Results, Contd.

Step 3

Step 2

Step 4

Do you think your motivation to learn is

affected in a positive way by learning in a
learning space with furniture that can move
easily to small groups (or is set up in small
groups?)

Focused on better understanding the connections between built learning environments and students
motivation to learn.
Centered on learning if and how technology enabled active learning spaces affect students enjoyment of
class time, motivation to learn, interest in course subject, and integration of concepts.
Was important in determining if and how learning space design affects student learning outcomes.

Motivation to Learn in Active Learning Spaces

Prepared
survey using
Qualtrics online survey
tools

Statement of the Problem

The problem at the center of this study was of disengaged students who are not learning in
environments designed for passive rather than active learning strategies.

Recruited for
survey and
distributed survey
on-line to
participating
students

Collected and
analyzed the
data from the
surveys.

Produced charts and

graphs depicting the
student survey
results.

Active Learning Spaces

The focal point of this study was on determining if and how technology enabled active learning
spaces affect university students.

Do you think your motivation to learn is affected

in a positive way by learning in a learning space
equipped with small group technology stations,
i.e., stations with large monitors, laptop
connections, pcs?

How do you think the use of small group

technology, such as laptop connections, PCs,
large group monitors in collaborative small
groups affects your ability to integrate concepts?

How would you characterize how much you

enjoy being in a class held in this learning
space compared to classes held in a learning
space without technology equipment?

Results of this study might be used to inform how the design of learning spaces help improve
students integration of concepts, interest in course subject, enjoyment of class time, and
motivation to learn. Results may also be used for further research on how these attributes affect
students learning outcomes.

Research Questions
Student attitudes were explored in technology-enabled active learning spaces to help
understand the effects of learning spaces on university students.

*AIRC 1010

*Del Norte Hall 1010

In particular, this study was designed to answer if and how a technology-enabled active
learning spaces affects students enjoyment of class time, interest in course subject,
motivation to learn, and integration of concepts

Literature Review
Literature suggested that students motivation to learn may increase when the learning takes place
in a technology enhanced active learning space (Oblinger, 2006), (Aziz, 2011), (Shieh, 2012).
There is a strong correlation between students enjoyment and motivation to learn to positive
learning outcomes (Taylor, 2009), (Park & Choi, 2009).

Discussion
*AIRC 3006

There is a distinct contrast between passive and active learning. The idea that if the learning
processes involve learners only as receptacles for deposited information, learning will be shallow.
Research reveals a correlation between the theoretical benefits of social constructivist based
instruction (active learning) and motivation to learn (Oblinger, 2006).
Learning spaces designed as active learning spaces where instructional strategies such as team
based learning (TBL) and problem based learning (PBL) occur support social constructivism
theories (Gomez,Wu & Passerini, 2010). The support of the formation of teams that allow for
collaboration are an important feature in these instructional strategies. There is a reported direct
correlation to active learning spaces that support TBL and PBL strategies and students motivation
to learn. (Gomez, et al., 2010), (Taylor, 2009), (Park & Choi, 2009).

Methodology
Designed to guide the participants thinking about the kind of space they are learning in and how the
space and technology affects their enjoyment of class time, motivation to learn, interest in course
subject, and integration of concepts, the tools developed for this study included a survey developed
with the Qualtrics survey software. It included 18 quantitative questions for students to answer. The
data of the participants was sorted according to those learning in same learning spaces. Data was
analyzed for information helpful in determining if students enjoyment of class time, motivation to
learn, interest in course subject, and integration of concepts was affected by learning in the learning
spaces that are at the center of this study. The survey included Likert scales, which call for nonparametric statistics. Participants responses were analyzed from those questions using percentages and
Qualtrics data analysis and cross-tabulation features.

Survey Results
69% of students reported they strongly agreed/agreed that learning in a learning space equipped with
small group technology stations, i.e., stations with large monitors, laptop connections, pcs affected their
motivation to learn in a positive way.
72% of students reported they strongly agreed/agreed that learning in a learning space with furniture that
can move easily to small groups (or is set up in small groups?) affected their motivation to learn in a
positive way.
80% of students reported their ability to integrate concepts was much easier/easier with the use of small
group technology, such as laptop connections, PCs, large group monitors in collaborative small groups.
56% of students reported they enjoyed being in a class held in the technology equipped active learning
space more/much more compared to classes held in a learning space without technology equipment.

Eureka Hall 313E

*Of the five campus active learning

spaces, students learning in AIRC
1010, AIRC 3006, Del Norte Hall
1010 participated in the survey

The researcher concluded that technology-enabled active learning spaces help create an environment
where engaged active teaching and learning are encouraged. These types of learning spaces may
represent at least one leg of the stool supporting a possible solution to the problem of disengaged
students who are not learning. With the majority of positive responses, the researcher concluded that a
correlation can thus be made to learning in technology-enabled active learning spaces with improvement
in student engagement and likely improvement in learning outcomes

References
Aziz, E. (2011). Teaching and learning enhancement in undergraduate machine dynamics. Computer
Applications in Engineering Education. 19(2), 244255. http://dx.doi.org/10.1002/cae.20306.

Eureka Hall 320

Gomez, E., Wu, D., & Passerini, K. (2010). Computer-supported team-based learning: The impact of
motivation, enjoyment and team contributions on learning outcomes. Computers & Education, 55 (1), 378390. Retrieved from: http://dx.doi.org/10.1016/j.compedu.2010.02.003.

Results
Survey
Demographics
25 student participants learning in AIRC 1010, AIRC 3006, and Del Norte Hall 1010 at
California State University, Sacramento
Completed Credits: 32% 0-15, 24%15-30, 20% 31-45, 24% 46+
92% In General Education Classes, 2% In Upper Division Classes
96% In Core Requirement Classes, 4% in Elective Classes

Oblinger, D. & Lippincott, J., (2006). Learning spaces. Brockport Bookshelf. Book 78. The College at
Brockport: State University of New York. NY. http://digitalcommons.brockport.edu/bookshelf/78.
Park, E. & Choi, B. (2014). Higher Education: Transformation of classroom spaces: traditional versus
active learning classroom in colleges, Springer Science & Business Media Dordrecht, 68, 749771. DOI
10.1007/s10734-014-9742-0.
Shieh, R. (2012). The impact of technology-enabled active learning (TEAL) implementation on student
learning and teachers teaching in a high school context, Computers & Education, 59(2), 206-214.
http://dx.doi.org/10.1016/j.compedu.2012.01.016.
Taylor, S. (2009). Effects of studio space on teaching and learning: Preliminary findings from two case
studies. Innovative Higher Education, 33(4), pp.217-228. Retrieved from:
http://connection.ebscohost.com/c/articles/35814380/effects-studio-space-teaching-learning-preliminaryfindings-from-two-case-studies