Atrium on the university campus

Baklyskaia Larisa Evgen'evna Associate professor, Department of Design of Architectural Environment, Pacific National University; Educator, Khabarovsk Technological College 680035, Russia, Khabarovskii krai, g. Khabarovsk, ul. Tikhookeanskaya, 136 lb2811@mail.ru Other publications by this author     Chukmareva Elizaveta Andreevna Student, Department of Architectural Environment Design, Pacific National University 680035, Russia, Khabarovsk Krai, Khabarovsk, Pacific str., 136, office 608 2018103122@pnu.edu.ru

Fisheva Natal'ya Olegovna Student, Department of Architectural Environment Design, Pacific National University 680035, Russia, Khabarovsk Krai, Khabarovsk, Pacific str., 136, office 608 2018103859@pnu.edu.ru

1. Context

Informal learning spaces are playing an increasingly important role in enriching the student experience. Such spaces are becoming more common, and this leads to a change in the spatial structure of the environment of universities as a whole. This is due to the fact that new trends are emerging in higher education. These include: hybrid learning, including traditional and distance learning forms, integrated (along with dedicated) practices in the academic semester, joint viewing and discussion of projects, conversations on walks and during excursions, as well as advanced training quality control capabilities. All this has an impact on the architectural environment of universities — the possibility of free placement of students, spatial and corporate identity, freedom of communication, satisfaction with the quality of education. A modern university needs to organize a new type of spaces that combine research, design developments and innovative technologies based on fundamental education (Fig. 1).

Figure 1. The plan of the intercollegiate campus on the basis of the Pacific State University (PNU) in the city of Khabarovsk https://primamediamts.servicecdn.ru/f/main/

Historically, the development of the university campus has been determined by the emphasis on traditional teaching methods in formal learning spaces ^[1]. Nevertheless, informal learning spaces are emerging as an alternative and are increasingly seen as an important spatial structure in the university environment. The design of informal learning spaces for students is booming, as campuses seek to expand their offerings so that students have the opportunity to master the necessary competencies both in formal educational classes, such as lectures, practical classes and laboratory work, and in the form of conversations, discussions, and free discussions. Increasingly, informal learning is combined with various types of social recreation and can take place in libraries, student cafes and other socially oriented places. Such spaces are attractive to a growing group of students who often spend relatively little time in formal study spaces such as lecture halls and more time in more social and informal environments. Learning is increasingly seen as a social process characterized by students actively seeking discussions with their peers, which ultimately contributes to deeper learning. Taking into account the increase in space for social and informal learning, there are studies aimed at studying the influence of their spatial characteristics on the activity and behavior of students. The works of A. A. Gavrilina, A.V. Efimov, V. T. Shimko, M. V. Shubenkov are devoted to the architectural theme of the organization of various types of public space. The works of such authors as: E. S. Paley, V. N. Kupriyanov, D. V. Smetanin, D. V. Zemov, A.V. Kurnosenkova, E. J. Gordin, N. D. Potienko are devoted to the architecture of the atrium space.

2. Problem statement

Informal learning spaces are any space outside the classroom that can be used for learning. The emergence of informal learning is a direct consequence of the development of new network information and communication technologies that overcome spatial and temporal boundaries, provide instant access to any information, expand the understanding of the reality of everyday life, which now includes the virtual reality of the Internet. However, the boundary between "inside", "outside" and "between" formal learning spaces has become blurred. This increased the emphasis on informal learning spaces, which led to the creation of atrium spaces, as well as to the search for ways to overlay learning activities on spaces not previously used. More and more educational institutions are making efforts to create easily adaptable and integrated informal learning spaces instead of specialized learning spaces ^{[2, 3]}. To meet this demand, social "hubs", internal student "streets" and other specially designated spaces are being built that promote both social and educational activities outside the classroom ^[4]. Informal spaces can be described as "socially catalytic" because they catalyze communication and are the key to fostering a sense of community and engagement. How to develop such a social catalyst is becoming an important issue in the higher education environment of the future. Existing studies have demonstrated the importance and influence of the characteristics of the spatial design of the learning environment on the academic performance of students ^[5] and the experience of students based on the theory of behavior in the environment. Various characteristics of spatial design have been studied to support learning, and either lists of design principles or sets of critical characteristics that modern learning spaces should demonstrate have been proposed. However, methods for evaluating informal learning spaces remain uncertain. In addition, empirical research on the study of informal learning spaces is necessary for a better understanding of the experience of students and the activities carried out in them.The objectives of this study are: (1) to conduct a study using mixed methods to study the activity and preferences of students in informal learning spaces; (2) to provide a database of empirical data for understanding students' activities and their choice and use of informal learning spaces in higher education; and (3) to identify important characteristics of spatial design that affect on how and why students use an informal learning environment. This spatial design study is being conducted to create more effective informal learning spaces in higher education and to collect data to inform future projects.

3. Materials and methods

To achieve these goals, this study uses a case study method. A mixed approach was applied, including observations, visual analysis, questionnaires and interviews. They were selected and refined based on a literature review and pilot tests. In particular, the literature review showed how researchers determine the characteristics of spatial design that affect learning spaces, which made it possible to draw up a research plan. The pilot project allowed us to test and refine the methods. Empirical data was collected, including students' preferences regarding the characteristics of spatial design of premises, informal learning spaces and their functions. All students included in the study were approached informally, anonymously and voluntarily offered to participate. The selection of case studies was based on two criteria: (1) accessibility for research and proximity to the research group, (2) use by students of several directions and specialties (i.e. not only for one program or course). In this regard, Boiling Points have been selected that provide suitable places for exploring non-formal learning spaces.

3.1. Observation

The authors of the article rely on their personal experience of conducting classes with both students and students of the School of Architecture and Design "Polyten" in the informal environment of the classrooms of the "Boiling Point" of the TOGU (Fig. 2).

In fact, these premises are coworking.  Coworking (from English co-working) is a joint work. In the modern sense, it means a space in which people gather and work both with a team and alone. The effectiveness of such work is confirmed by its results. Visiting informal learning spaces mitigates the isolating effect of digital learning.  Surveys have shown that residents of the TOGU Boiling Point coworking appreciated the "social atmosphere" of the space and the importance of participating in the learning community. Circulation spaces are especially necessary for informal learning in architectural schools, as they contribute to frequent random interactions ^[6]. 

3.2. Visual analysis. Analysis of environmental factors

Modern computer technologies have made it possible to develop tools for modeling and analyzing complex architectural and spatial forms. But any process of environmental design begins with a pre-project analysis of environmental factors. The concept of visual landscapes is defined as the spatial representation of any visual property created or associated with a spatial configuration. To some extent, visual landscapes are similar to the concept of "spatial openness". Spatial openness can be defined as the amount of free space measured from all possible observation points and is considered as an important indicator of the quality of spatial configuration in an artificial environment. Spatial openness is a user's sense of space and can affect their perceived density. Then visual landscapes focus on spatial attributes, and spatial openness reflects the individual perception of space. 

 3.3. Questionnaires

The questionnaires were compiled in such a way as to investigate: 1. students' experience in informal learning spaces, which included social and informal learning activities and the reasons for choosing and using social spaces for informal learning; 2. students' preferences regarding the spatial design characteristics of informal learning spaces, in which design characteristics and performance were evaluated, as well as students' opinions about social informal learning spaces, and 3.. personal background information (gender, faculty, form of study, level of study, year of study and type of residence). The results of the survey showed the following (Fig. 3 – 5):

· 60% of respondents felt that an informal atmosphere is useful and 40% were against it;

· 64% of respondents agreed that an informal environment promotes the development of creative abilities, 26% disagreed;

· 56% believe that informal learning helps to master new information, 44% are inclined to believe that traditional methods are more effective.

Figure 3. Students' attitude to the informal environment in education

Figure 4. Students' opinion on the influence of informal environment on creativity

Figure 5. The attitude of respondents to the question of assimilation of new information in an informal setting

The results on questions about stylistic and coloristic solutions showed:

· 76% agree that the color scheme in the educational environment directly affects psychological and physiological perception;

· 81% of respondents believe that too bright a color scheme is more likely to distract and annoy than to help focus on work.

3. 4. Interview

Semi-structured interviews have also been used in research. The study showed that interviews with 12 participants were sufficient to achieve data saturation. The interviewees were students who took advantage of informal learning spaces and agreed to share their ideas and views on this study. Most of the questions were based on existing studies of user activities and preferences in the learning environment and public places. The interview data was collected face-to-face after a process of questioning and observation. The interviews were recorded for re-viewing and comprehension of the information provided. Open coding was used to record the preferences and characteristics of the spatial design of informal learning spaces. A period of regular use in informal learning spaces. How long students can stay in informal learning spaces and how many students continue to stay there may indicate their effectiveness and the attractiveness of the environment. Students have their own preferences regarding the choice of a place. From the point of view of the characteristics of spatial design and spatial organization of non-formal educational spaces of higher education, a survey based on questionnaires revealed the reasons influencing this choice.

4. Discussion:

Student preferences in the informal learning space

4.1. Comfort

Comfort is a feeling of physical or psychological lightness.  Comfort in terms of lighting, acoustics and temperature in educational institutions has been extensively researched. Most research focuses on comfort in formal learning spaces such as classrooms, while research on informal learning spaces is limited. Most students chose to use spaces because of the level of comfort of lighting, lighting was one of the most important factors influencing the choice of space. Informal learning activities require a brighter environment. Students' perception of acoustics suggests that the acoustic level is an important factor for students' work. Most of the background noise was created as a result of group discussions or joint activities in an open space. Consequently, students who were engaged in educational activities felt the influence of the noise of social activities and people passing through the space. To encourage informal learning activities, it is important to create a place where students can understand that this place is intended for informal learning activities, and not just for communication. Thus, the learning atmosphere requires careful control of acoustic levels.Temperature is also an important criterion for designing informal learning spaces. Respondents mentioned the importance of maintaining an appropriate temperature in the learning environment. Glass walls and roofs can create problems. On the one hand, transparent walls and roofs provide natural lighting, on the other hand, they can also negatively affect the internal temperature of the building, creating the possibility of overheating, which can cause discomfort ^[7].

4.2. Flexibility

This is a characteristic of educational spaces that allows students to adapt their physical environment in accordance with individual preferences. The designed spaces of the atriums provide them with considerable flexibility to create an informal space. The open space makes it possible to form groups of different sizes for students to study and communicate, changes the learning space and improves the atmosphere. For example, mobile and transformable furniture can be used in accordance with various types of activities. Functional transformable partitions allow you to divide or combine space. Adaptation of social and educational activities is also important:  in this space there are both places for privacy and places for group discussions, if necessary. Based on this study, it is possible to note the influence of a diverse movement on the organization of students' activities in informal learning spaces. The expanded space for informal learning can accommodate many students passing through it and engaged in social activities.

4.3. Functionality

An informal learning environment inevitably has a space for students to communicate and is adapted for social activities. The projects reflect different types and degrees of informal learning activities, which were based on the nature and intensity of the work (and, consequently, the need for privacy or communication). Learning activities, such as individual repetition, course work preparation and independent work, require privacy and the absence of distractions. This requires a relatively stable and calm learning environment. However, some learning activities, such as group discussion, require communication. The function of informal learning spaces creates an atmosphere of communication that promotes mutual learning, group learning and discussions.  Despite the fact that there is its own space, common areas are located next to these spaces to support educational activities and communication of students of different groups. The common area is specially designed to encourage interaction. More specific recommendations on the different types and roles of informal learning spaces should be considered in future studies.

4.4. Spatial hierarchy

This characteristic refers to spatial choice, accessibility, and privacy. On the one hand, students need a space that is easy to understand, in which they can easily navigate. Atriums located in the center of the educational complex can serve as a link between different directions. The installation of a spatial hierarchy from the open space to the corridor and lecture hall creates a sense of layering, which contributes to the readability of the space.  In addition, the university's student services (curators and mentors) conduct introductory courses on understanding spaces. The introductory week covers all information about the map, navigation, etc. From another point of view, the more formal the learning process, the more students prefer to study in a quieter and more secluded part of the learning space or in a place where there is less contact with the environment. An appropriate spatial configuration can enhance the sense of privacy by controlling boundaries and changing learning settings. At the moment, a variety of learning conditions and spatial configuration provide students with a personal space to facilitate more formal learning activities. Based on observations, they preferred to conduct more training sessions in a spatial capsule, a small private study space in an open area where the arrangement of furniture forms an educational unit. In addition, the flexibility of the informal learning space also contributes to privacy by self-organizing students spatial configuration.

4.5. Openness

The atrium is often considered as an intermediate space. Intermediate spaces are located at the junction of external and internal urban spaces. These include the interior spaces of the residential group, courtyards of the block development, pre-factory areas, areas in front of administrative and commercial buildings, and in general any small space for recreation interspersed with an orienting or behavioral space. In an informal learning environment, this can become a "visual antidote" for students leaving lecture halls and classrooms. The visual antidote engages students to decide what they want to do, whether they prefer to stay or leave and use informal learning spaces, and what period of time they want to participate in the atrium. The spatial configuration of the atrium transports people into space and gives them a reason to talk, exchange ideas or have a good time in various areas of the environment ^[8]. These spontaneous actions are encouraged in the atrium, which creates an atmosphere of communication in the space. Openness provides a space from which the inhabitants have a good view and a relaxing experience. Thanks to this relaxed feeling, students can recover from long periods of study and engage in activities such as group study or collaboration when they talk to another person or perform actions that require cooperation. In addition, the open atmosphere creates a sense of learning community. Despite the fact that there is a discussion activity in the space, students engaged in individual learning are to some extent tolerant of the distraction caused by the surrounding discussions. In addition, the openness of informal learning spaces helps people observe and move around the space, as well as enjoy social life. Spatially, openness reinforces an image that enriches the student experience on campuses and "enhances the impression of the university." This expanded spatial experience adds value to the informal learning space. The atrium is not only a place for meetings and various classes, but also a place to create the image of the university ^[9]. Thus, universities also have the opportunity to recruit students by advertising these atriums as a visual attraction. The openness of informal learning spaces can promote social interaction. Social events, including casual conversations, study breaks with friends, meals, participation in events such as exhibitions, open days, coursework screenings — proof of the existence of socializing activities taking place in informal learning spaces. Meanwhile, this socializing atmosphere is, according to the students, a key preference in learning, and they viewed it as a place where they do whatever they want. In addition, they provide for periodic exchange: to study individually, but from time to time to interact with others. This type of student activity refers to students doing their individual coursework, but staying close to peers they know. This is a great place to support various events, opportunities for conversations that develop as part of a group discussion, and a quick discussion of some details after lectures.  The spatial volume of the atrium provides openness and layering. Higher education is undergoing rapid changes in the twenty-first century. Informal learning spaces designed to offer a combination of spaces supporting individual activities and research, as well as social learning activities, should enhance the impact of technology.  Having your own computer allows you to work here for a long time with sufficient electrical supply. The possibility of using a charger allows you to increase the time spent in an informal space. In addition, the provision of food and beverage outlets can contribute to making the space attractive to students, especially for those who intended to stay for a longer time. As a rule, despite the fact that the cafe area supports almost all food-related activities, students are allowed to take snacks and even food, such as sandwiches, to other premises in an informal learning environment.

 5. Project proposals

5.1. Julia Dorofeeva, 2017. Final qualifying work Modernization of atriums of the Pacific State University". Head L. E. Baklyskaya 

Within the framework of this project, the atrium located in the left wing of the university building (hereinafter referred to as Atrium N - North) works as an intellectual platform. The main function of the space is educational activity of an interdisciplinary nature, the accompanying functions are cultural and communicative. It is proposed to place student activity zones equipped with modular equipment. Several such zones for 5-10 people will be a good place for master classes and workshops organized by student groups for interested persons of different ages. In addition to active spaces, calm, recreational ones should also be designed here. These are small plots with green spaces. It is also necessary to find a place for a pavilion with drinks and snacks near the university canteen. In Atrium N, the center of the composition is occupied by a cultural and entertainment venue equipped with a three-row grandstand for 100 seats. There are playgrounds for educational activities and leisure areas on the territory. Among them: sites for workshops, sites for master classes, an exhibition area and a snack bar area. The center of the composition is occupied by a lecture hall equipped with a temporary canopy and modules for seating – a podium. Relative to the central entrance to the main building of the university, the right part of the atrium is blocked by structural elements at the level of the first floor of the university building. The second tier acts as a terrace, which can be accessed through the proposed opening from the corridor of the left wing of the university.

The modernization of the atrium of the right wing of the University building (hereinafter referred to as the atrium S – South) provides for a focus on mass student events, traditional or new. (Robomech Technology Festival, dedication to first-year students, open cinema). The space is less detailed in its planning structure. Includes demonstration and recreation areas. It is also equipped with modular urban furniture and a defensively demonstrated canopy. The activity of the mass site increases in the evening and on weekends. With this in mind, much attention should be paid to lighting design with functional, decorative and marking tasks. The zoning of Atrium S is designed as follows. Here, the place of attraction is the activity taking place on the stage. Based on this, there is a seating area for spectators and organizers, a catering area and an exhibition area. The compositional structure and space-planning elements of Atrium S are mobile. One main master plan and two additional ones have been developed. This makes it possible to optimize this space for traditional and new student events and holidays, as well as to use the atrium all-season.

5.2. Natalia Fisheva, 2023. Final qualifying work "Design of the environment of the Southern well of TOGU". Head L. E. Baklyskaya 

Using existing buildings is the most sustainable approach to construction. As part of this project, the unused courtyard was transformed into the social heart of the campus. The Southern Well is a circulating space that provides an environment for students to communicate, as well as informal learning activities. The heart of this area is organized under a glazed roof with a wooden structure inside the atrium. The central courtyard with lecture spaces, a computer lab and small seminar rooms is considered as an intermediate learning space. Thanks to the student service center, Boiling Points, power points, the Southern Well supports the life of the campus.  The Southern Well should become an epicenter where cultural events are regularly organized that promote long-term intercultural relations between students. As part of the program for the implementation of the campus improvement project, it is planned to involve students and staff in the work that will be carried out in the Main Building of the TOGU. These works include: – new entrances – new seats, flooring and acoustic panels to make the atmosphere quieter and more comfortable – new coffee machines – new spaces for social learning on the lower and upper levels – rooms for seminars and individual classes - the creation of a lecture amphitheater.

5.3. Kondratieva Victoria, 2020. Course work "Equipment for environmental situation". Head L. E. Baklyskaya 

The task of the project is to organize and humanize the habitat by forming zones for the implementation of educational and sociable "scenarios" of social activity of people ^[11]. All furniture and equipment in the common area is designed to be manufactured from recycled materials so that the end of the product's life does not generate waste, but becomes a new beginning of subsequent production. The goal was to create a healthy user environment that promotes productivity and interconnection on a daily basis between students and professionals to maximize their creativity and talent. This design project sought to reflect the essence of the audiovisual industry and create healthy spaces for users and areas for collaborative and individual learning. On the one hand, he managed to preserve the formal aspect that was developed from the very beginning by providing new sustainable materials to improve the atrium as a space for meetings, experiments, creativity, dissemination of knowledge and celebration. On the other hand, the organization of the space should facilitate interaction between students of different disciplines to develop different projects. 

6. Conclusions

The design of the educational environment of the twenty-first century in higher education, aimed at encouraging the experience of independent learning of students, as well as meeting the evolutionary requirements of pedagogical theory, is attracting more and more attention and requires further study and research. In particular, the design characteristics of informal learning spaces should be considered from a holistic point of view, taking into account the range of students' activities and their preferences. Nevertheless, the evaluation of the design characteristics of informal learning spaces is influenced by the lack of empirical research. This study examined students' preferences affecting their use and activities in informal learning spaces. The study suggests taking into account the needs and preferences of users in spatial design strategies of informal learning spaces so that they can effectively contribute to the design. The results of this study highlight the key characteristics of spatial design, including comfort, flexibility, functionality, spatial hierarchy, openness and other means that affect the use and activity of students in informal learning spaces. The study of spatial characteristics undertaken by the authors of the article sheds some light on the design of non-formal learning spaces in higher education and how they can be analyzed to obtain empirical data. However, more comprehensive research is needed to improve understanding of these spaces and how learners use them in different buildings, contexts and climates.

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