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Assessment of Informal Learning Spaces in Higher-Institution Buildings

Abstract

Informal learning spaces have become increasingly important within higher-institution buildings as students engage in academic activities beyond conventional classrooms and lecture halls. Corridors, atriums, lounges, courtyards, breakout areas, stair landings, libraries, and shared study spaces can provide opportunities for individual study, group discussions, peer learning, and academic collaboration. The quality and availability of these spaces can influence how effectively students use the wider campus environment for learning. Assessing their architectural characteristics is therefore important for supporting contemporary educational practices. This study assesses informal learning spaces in higher-institution buildings, with emphasis on their spatial characteristics, accessibility, functionality, and suitability for different learning activities. The assessment considers the location, size, layout, furniture provision, environmental conditions, and relationship of informal learning spaces to classrooms, libraries, circulation areas, and other academic facilities. Attention is also given to how students perceive and use these spaces during individual and collaborative learning activities. The study examines spatial factors that influence the effectiveness of informal learning environments, including flexibility, seating arrangements, visibility, privacy, proximity, circulation, and adaptability. Spaces with movable furniture and varied seating configurations may accommodate different learning preferences and group sizes, while appropriately defined areas can provide opportunities for both concentration and interaction. The relationship between informal learning spaces and major movement routes is also considered to determine whether accessibility supports or interferes with learning activities. Environmental quality is further examined through factors such as natural lighting, ventilation, thermal comfort, acoustic conditions, and visual comfort. Comfortable environmental conditions can encourage students to remain in informal learning areas for extended periods, while excessive noise, heat, glare, or inadequate ventilation may reduce their usefulness. The availability of power outlets, internet connectivity, writing surfaces, and appropriate furniture is also considered as part of the functional requirements of contemporary informal learning spaces. The study also considers challenges associated with integrating informal learning spaces into existing higher-institution buildings. Limited floor area, competing functional requirements, inadequate furniture, poor maintenance, and insufficient planning may restrict the effectiveness of these spaces. In addition, differences in student learning preferences require a variety of spatial settings that can support quiet individual study, small-group collaboration, peer interaction, and short academic activities. The study aims to identify the architectural and environmental qualities required for effective informal learning spaces in higher-institution buildings. The assessment is expected to provide useful considerations for improving existing facilities and guiding the planning of future academic buildings. The findings may assist architects, educational planners, facility managers, and higher institutions in developing flexible, accessible, comfortable, and supportive learning environments that extend educational activities beyond conventional teaching spaces.

Keywords: Informal learning spaces, higher institutions, educational buildings, student learning, spatial planning, collaborative learning, flexible spaces, learning environments, furniture arrangement, environmental comfort, accessibility, academic facilities, student interaction, architectural design.