Author Information
Siriwan Rujibhong, Bangkok University, ThailandAbstract
In the contemporary academic landscape, Informal Learning Environments (ILEs) serve as critical infrastructure for fostering productivity, cross-disciplinary inspiration, and social cohesion. This research investigates the inherent nexus between disciplinary nature and spatial requirements through a detailed comparative study of students within Creative and STEM (Science, Technology, Engineering, and Mathematics) clusters. The study addresses a central problem: how the distinct spatial behaviours and co-cognitive demands of different academic disciplines necessitate specialised interior design interventions within shared university territories. Employing an Exploratory Sequential Mixed-Methods design, the research initially utilised qualitative in-depth interviews to map the nuanced environmental preferences and habitus of both cohorts. These qualitative insights informed the subsequent development of a quantitative survey administered to a sample of 305 students. Data analysis validates significant distinctions: whilst Creative students demonstrate a clear proclivity for high-modularity environments and collaborative-intensive zones that facilitate visual stimuli, STEM students prioritise acoustic insulation, technological integration, and focus-intensive configurations optimised for sustained cognitive work. The findings reveal that students from different disciplines have distinct requirements and exhibit unique spatial characteristics rooted in their respective academic backgrounds. Consequently, the research argues against homogenous universalist design, advocating instead for flexibility, adjustable elements, and the implementation of various specialised zones. The study culminates in strategic recommendations for hybrid configurations that favour a balance between the fluid, collaborative needs of the creative process and the precision-oriented requirements of STEM disciplines.
Paper Information
Conference: ECE2026Stream: Learning Experiences
This paper is part of the ECE2026 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
Comments
Powered by WP LinkPress