ASSESSMENT OF INTERACTIVE SPACES IN COLLEGE CAMPUS

ASSESSMENT OF STUDENT’S INTERACTIVE SPACES IN COLLEGE CAMPUS 2015

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ASSESSMENT OF STUDENT’S INTERACTIVE SPACES

IN COLLEGE CAMPUS

1. INTRODUCTION

Student’s interactive spaces in institutions are very important in now a days

to gather and interact. This reality is pushing higher leaders to enhance

that connectivity to build a more interactive environment.

Student cannot be complete without the interaction to each other because

some students have some different knowledge, idea, view, perception on

particular topic/subjects.

Social interactions such as debate, discussion and group working have an

influential role on students’ interaction experiences.

Group conversations can turn into a beneficial interaction in which students

share knowledge or gain new information.

1.1. AIM:

This dissertation aims to analyze the existing situation of students’

interactive spaces in college campus and propose ways to upgrade them.

1.2. OBJECTIVES

1. To understand what will be the positive impact of interactive spaces in

college premises.

2. To understand how interactive spaces helps to develop the overall

personality of students.

3. To understand the factors which attracts these interactions.

4. To find how these spaces can be re-designed to provide much better

interactive spaces in college campus.


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1.3. SCOPE & LIMITATIONS

Scope of dissertation involves understanding various outdoor and indoor

interactive spots in an institution.

1.4. CASE STUDIES:

I. Amity University, Noida.

II. Jawaharlal Nehru University, Delhi.

III. Delhi Technological University, Delhi.

1.5. METHODOLOGY:

CONCLUSION & RECOMMENDATION

INFERENCES DRAWN

CLASSIFICATION, ANALYSIS and INTERPRETATION OF DATA

CASE STUDIES

LITERATURE STUDIES

INTERVIEWS

SELF OBSERVATION


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CHAPTER 2

LITERATURE STUDIES

RESEARCH DOCUMENT

2.1 Informal spaces

Author: Gaurav raheja and Smita suryavanshi

Source: Inclusive Informal Campus Spaces through Universal Design India

Principles.

May 2012, pg. 2-3

ABSTRACT

Informal or semi-formal spaces on campuses can be discussed as vast

subjects and domains of inclusive campus planning that lie unattended or

get very little attention from access perspectives in our educational

environments. Moreover such spaces provide an active academic

environment and a vibrant campus social life. These are also spaces that

remain potential nuclei for congregations, discussions and recreational

activities making a campus a social microcosm in an urban context.

Informal campus spaces as an approach in India. Universal design as a

theory facilitates and empowers the processes of creating access beyond

the common notion of barrier free environments and intending to create

spaces that could be used by all with convenience including persons with

disabilities (PwDs).

2.2 Physical space and social interaction1

Editor: Muhammad Hilmy Bin Muslim

Source: The use of informal learning space by students

May 2011, pg. 57-63

1 the use of informal learning space by students in uitm shah alam campus Author: MUHAMMAD HILMY BIN

MUSLIM


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The physical environment can influence the social and task interactions

among the people in it. Primarily this influence involves relative

accessibility of interaction and the psychological and social interpretation of

such interactions. For example, physical distance represents a major

determinant of social influence. social interaction and the layout of space

reciprocally influence each other. It is thus important to consider the nature

and function of work processes within and between groups or teams when

designing work areas to support them. Not only should the initiation and

implementation of collaborative work be considered, but also its

maintenance and coordination over time. open spaces, particularly open

spaces incorporating symbolic focus points or other directing elements, can

facilitate and coordinate the communication so necessary for efficient

collaboration. Group areas may even need more attention paid to social

“channeling” and other symbolic details than personal work areas, since 60

percent of what people learn occurs informally, and much of this happens

within teams.

JOURNALS

2.3 Interactive spaces

Editor: Diana G.Oblinger

Source: www.educause.edu/learningspaces

2006, pg. 2.2-2.9

ABSTRACT

Interaction takes place everywhere in college campus in fact interaction

takes place everywhere. Human beings have the capacity to interact

through their reflections and experiences. 2Space can have powerful

impact on interaction, we cannot overlook space in our attempts to

2 www.educause.edu/learningspaces


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accomplish our goals. The influence of physical space on human activity

has been studied from both psychological and physical perspectives which

includes psychological comfort with space and the motivational and

inspirational effects of space. Moving beyond classrooms to interactive

space, the typical unadorned corridors where students pass from class to

class and sit on the benches or sit on floor outside classroom spaces. Our

current interactive spaces present several opportunities, as well as

sustainable barriers. Technology, which allows access to information and

interactive environments, also enables different uses of physical space.

Facilities planners, maintenance operations, faculty and students , all must

realize that good space is not a luxury but a key determinant of good

interaction environments.


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CHAPTER - 3

COLLEGE INTEREACTIVE SPACES AND RECREATION

3.1 INTERACTIVE SPACES IN COLLEGE CAMPUS

Several interactive spaces are used by students within the college campus

which serve as a gathering place for students to interact as well as share

ideas by group discussions which in turn gives an impact on the overall

psychology of an individual and gives him/her opportunity to cater

knowledge as well as boost him internally for further exposures these

places includes -3

3.1.1 HOME BASE: PLACES ADJACENT TO SPECIFIC BUILDINGS

Research indicates that 92% of students believe they have a “home base.”

This is true of graduate students, employees, and faculty, as well as

undergraduate students. The home base usually revolves around a

student’s major department, where the student has most classes, sees an

advisor, and participates in departmental events. Four subcategories were

developed to describe various home base gathering places across

campus. They are: The Front Porch, The Front Yard, The Back Yard, and

The Back Door.

3.1.2 THE FRONT PORCH

In the home base terminology, a building’s main entrance is analogous to a

front porch. Just as the front porch of a house offers an important physical

and psychological transition from the public life of the community to the

more private life of the smaller social group, the main entrance of a

campus building can offer a similar transition from the campus as a whole

3Reinforcing Community Campus Gathering Places

AUTHOR :Dunbar/Jones PLC

PAGE-7-9


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to the college or department. This area can be an important social, study,

meeting, and eating place. Main entrances to buildings have the greatest

concentration of outdoor campus use and, if they are to best meet student

needs, should include places to study and eat comfortably outdoors, as

well as opportunities to meet casually with faculty outside class and office

hours.

3.1.3 THE FRONT YARD

While the front path and front porch of a typical house are hard surfaced,

the front yard of a home typically provides a soft, green transition or buffer

between private and public space, the same is true for campus buildings.

Some campus buildings have front yards, significant green spaces where

building residents can relax differently than on the front porch. Here one

can go with a friend to talk privately, to sunbathe or nap, to eat, to study, or

to hold a class meeting close to home base. Clearly a change of

environment is important to a person’s mental health and stress level.

Being in a campus building often carries with it certain expectations: study,

work, lecture, file, answer the phone, or attend a meeting; while being

outdoors usually does not carry the same expectations and therefore can

be a calming antidote to the stresses of work and study as well as the

physiological stresses of institutional buildings. For these reasons, the

concept of front yard is important. For some people the idea of sunbathing

or relaxing in public may be inhibiting; but resting, meditating, or

daydreaming in a familiar place that is a part of one’s home base, around

people one knows, may be more acceptable.

3.1.4 THE BACK YARD

Just as every home has a front yard that is generally open to the view of

passersby and is therefore semi-public, most homes also have a back yard

that is fully or partially enclosed and used for both private and utilitarian

functions. Campus buildings, too, should have back yards, that is, spaces


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attached to or partially enclosed by buildings, where “residents” feel a

greater sense of territory than in the front yard and where semi-private

departmental or college events can be held. A partially enclosed space

where people can have lunch or meet in small, informal groups is important

to the sense of community of a particular building. Such a back yard space

can provide a more intimate alternative to the more lively, more public front

porch, yet may be overlooked in the harried pace of the university. Not all

departments have the same need for a back yard space. Departments

such as art, drama, and literature have a greater opportunity to use some

type of back yard for informal class activities. For other departments such

as engineering, biology, and geology, the necessity of using laboratories or

equipment reduces the ability to use outdoor space.

3.1.5 THE BACK DOOR

Most houses have a very different image at the back door when compared

to the front door. Similarly, a campus building should have an unmistakable

back door or service entrance where trucks park to unload, noxious

materials are stored, and waste is picked up. Difficulties occur when the

front door and back door are one and the same. It can be irritating or

impossible for people to socialize, eat lunch, or study while service vehicles

move about in close proximity. The designated back door of a building

should be an unmistakable service entry, conveniently located for delivery

access without violating the front porch or front yard spaces of the same or

adjacent building, and located so the noise of vehicles.

3.1.6 CAMPUS SPACES USED BY EVERYONE

If spaces close to campus buildings can be thought of as adjuncts to a

house, then common areas between these buildings might be viewed as

the streets and parks of the campus community, those public spaces that


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are not the territory of specific buildings or departments. Seven categories

describe Common Turf campus spaces used by everyone: Major Plazas,

Favorite Outdoor Spaces/Green Spaces, Outdoor Study Areas/Informal,

Outdoor Classrooms, Overlooks, Major Bus Stops, and Campus

Entrances.

3.1.6.1. MAJOR PLAZAS

Just as every traditional village or small town has a common green or town

square, so each campus community seems to require a place where

friends meet, bands play, displays are placed, rallies are staged, and

people come to watch other people or just relax between classes. The

nature of these places varies greatly across the country and throughout,

from the green area of grass and trees to the hard-surfaced space at.

Plazas offer an opportunity to integrate college culture with the campus

spatial structure, as well as providing a public place for memorials or

recognition. A large green space must not seem empty when not in use,

but a hard surfaced space does. The subtle use of planting, paving, seating

and other landscape elements is essential to create a space appropriate

for large gatherings that does not appear empty at other times.

3.1.6.2. FAVORITE OUTDOOR SPACES/GREENSPACES

Research has shown that most students enjoy having easy access to both

urban space and green space, but the majority identified open space and

green space as a preference over malls and plazas. The identified favorite

places tended to be green or “natural” environments and/or were not seen

as the territory or home base of any particular building or department.

These spaces are used much as a downtown worker might use a park or

other green space: as a place to retreat to, to get away from the pressures

of work, to find respite and relax. What seems to be common to all favorite

spaces is that natural elements like trees, shrubs, grass, creeks, and water


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bodies form the boundaries of these spaces, mostly or totally blocking out

the presence of nearby buildings or streets. The broad range of activities

occurring in these natural spaces are seating, watching, sunbathing,

napping, and others seems to be essential to alleviating stress in students,

faculty, staff, and visitors. Just as the city as a whole needs green spaces

to act as its lungs, so do urban campuses.

3.1.6.3. OUTDOOR STUDY AREA/INFORMAL

Common turf areas and those related to buildings can offer valuable

locations for casual outdoor study between classes or for discussions that

would be distracting in the library or classroom. Factors that inhibit outdoor

study are too many people, nowhere to sit, glare from the sun and

buildings on papers and books, noise from vehicles, outdoor distractions,

passersby, and no place to write or lean on. If located, detailed, and

furnished appropriately, places for outdoor study and reading will see

increased use in appropriate seasons.

Location Considerations

1. Near major building entrances, where students can study between

classes or at lunch time while remaining close to their home base

or in familiar territory, but separated from major pedestrian flow.

2. Areas close to inexpensive food or snacks.

3. Open lawn areas for those who prefer to study close to their home

base or in a more public place with significant space around them.

4. Secluded small places for those who wish to undertake more

contemplative or private work. These places could be related to a

natural resource site such as the Iowa River or Arboretum.

5. Places away from the noise and distraction of vehicular traffic or

parking areas.

6. Semi-enclosed patios or terraces near libraries or classrooms that

offer an alternative to indoor reading.


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7. Out-of-the-way places along major pedestrian traffic flows.4

8. Spots under large, mature trees that themselves create a

subspace. A bench configuration where a number of people who

do not want to talk to one another can sit and study is appropriate.

9. Sites against the blank walls of buildings where the space is not

perceived to be the territory of that building or department.

3.1.6.4. OUTDOOR CLASSROOMS

Outdoor classrooms are those areas that provide the location, design and

amenities to accommodate classes in a more formal setting. These spaces

can be related to a major classroom building or a cluster of smaller

classroom buildings within easy walking distance.

Location Considerations

1. Near major classroom buildings or within easy walking distance

of several smaller classroom buildings.

2. Places away from the noise and distraction of vehicular traffic or

parking areas.

3. Out-of-the-way spaces next to the site of major pedestrian traffic

flows within walking distance of major classroom buildings or a

cluster of smaller classroom buildings.

4. Spots under large, mature trees that themselves create a

subspace.

3.1.6.5. OVERLOOKS

High places on campus that provide views overlooking the natural and built

environment of the campus are uncommon and are sometimes ignored as

being special campus spaces. Overlooks should provide the basic

elements that allow, encourage, and enhance the experience for those who

want to enjoy the views, while not diminishing the experience for those who

4 Reinforcing Community Campus Gathering Places


PAGE-15-20


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prefer to use overlook sites as more conventional outdoor gathering

spaces.

3.1.6.6. MAJOR BUS STOPS

Bus stops on campus are common places to those who use the transit

system. Improving bus stops as a place for waiting may increase ridership.

Making the major bus stop/transfer point environment a temporary mini-

oasis with a comfortable place to sit, sheltered from the elements, allows

users to talk to others, study, or simply relax while waiting for the bus to

arrive.

3.1.6.7. CAMPUS ENTRANCES

Students, faculty, staff, and visitors arrive on campus in cars, public transit,

and on foot or bicycle. Each campus entrance has its own character,

reflecting it primary mode of entry, whether pedestrian, auto, or bus.

Pedestrian campus entries should be located where large numbers of

people enter on foot, and should provide pleasant subspaces for waiting,

eating, casual study, perusing notices, and picking up newspapers or

flyers. Major and minor entrances are important locations for legible, well-lit

campus maps. A separate study should be conducted to identify and

develop campus entrances and incorporate gathering place design

elements where appropriate.

On the other hand sports spaces plays a vital role in forming

recreational spaces and are taken as major spaces for the students to

interact and get motivational inspiration through games as well as these

spaces also gives the participants and spectators the message of working

in team spirit. Sports also helps in the personality development of a student

and revives the health aspects of an individual. Sports Spots may include

the following spaces mentioned-


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3.1.6.8. List of Outdoor Co-curricular Activities

1. Mass parade

2. Mass drill

3. Yoga

4. Athletics

5. Bicycling

6. Gardening

7. Cricket

8. Football

9. Basketball

10. Volleyball

11. Kabaddi

12. Kho kho

13. Hand ball

14. Gymnasium with well equipped facilities.

15. Swimming pool.

16. Trekking.

3.1.6.9. List of Indoor Co-curricular Activities

1. Dramatics

2. Music and dance

3. Drawing and painting

4. Decoration

5. Weaving

6. Snooker

7. Carom

8. Squash

9. Chess

10. Badminton

11. Lawn Tennis

12. Tailoring

13. Student self government

14. Art and craft


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3.2 INTER RELATIONSHIP BETWEEN INTERACTIVE SPACES AND

RECREATION

The relationship of interactive spaces towards recreation is directly

proportional, more the recreation space is well designed according to the

use and surroundings the more recreation is going to take place. An

individual visits an interactive space like parks for relaxation and more

comfortable environment he finds the more recreation takes place for him.

Interactive spaces can be of various forms and may serve different

objectives they can either be used by involving a user within them or a user

can just watch and enjoy these spaces, these spaces directly or indirectly

serve a recreational spot for the visitors or users. An interactive space

serves as a recreational spot but a recreational space cannot b always a

interactive space, which means that an interactive space can b definitely a

source for recreation because its already molded for the recreational use

but a recreational space such as a flat ground can be used as a place for

recreation like playing but it doesn't sound as an interactive space.

3.3 TO UNDERSTAND HOW INTERACTIVE SPACES HELP TO

DEVELOP THE OVERALL PERSONALITY OF STUDENT.

The physical environment of a college campus provides the context for

learning and social interactions. These interactions lead to involved

students which help build community, and vibrant communities on college

campuses contribute to student persistence and academic success. The

student develop meaningful connection with their peers through

interactions in outdoor spaces, student organization offices, academic

facilities and recreational areas. The physical spaces encourages

interaction and help to facilitate campus involvement. Natural and built

environments of a college campus influence how students discover, built,


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and sustained community. well-designed learning spaces have a

motivational effect for learner. Learning areas provide an environment that

is simple and enjoyable to work or study in will support engagement in

learning, and persuade a desire to continue activities beyond timetabled

classes. Involving learners in aspects of the design is important. This

indicates that learners can have assessed of control over the learning

environment and over their own learning.

3.3.1 Co-curricular activities

Co-curricular activities facilitate in the development of various domains

of mind and personality such as intellectual development, emotional

development, social development, moral development and aesthetic

development. Creativity, Enthusiasm, and Energetic, Positive thinking are

some of the facets of personality development and the outcomes

of Extracurricular activities. Co-curricular activities (CCAs) earlier known as

Extracurricular Activities (ECA) are the components of non-academic

curriculum helps to develop various facets of the personality development

of the child and students. For all-round development of the student, there

is a need of emotional, physical, spiritual and moral development that is

complemented and supplemented by Co-curricular Activities. These are

the very important part and parcel of educational institutions to develop the

students’ personality as well as to strengthen the classroom learning.

3.3.2 Importance and benefits of co-curricular activities

1. Co-curricular activities stimulate playing, acting, singing, recitation,

speaking and narrating in students.

2. Activities like participation in game debates, music, drama, etc.,

help in achieving overall functioning of education.

3. It enables the students to express themselves freely through

debates.

4. Games and Sports helps to be fit and energetic to the student.

http://www.gyanunlimited.com/health/articles/yoga_personality.php

http://www.gyanunlimited.com/education/extracurricular-activity-for-students-its-benefits-advantages/5605/


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5. Helps to develop the spirit of healthy competition.

6. These activities guide students how to organize and present an

activity, how to develop skills, how to co-operate and co-ordinate in

different situations-all these helps in leadership qualities.

7. It provides the avenues of socialization, self-identification and self-

assessment when the child come in contact with organizers,

fellow participants, teachers, people outside the school during

cultural activity.

8. Inculcate the values to respects other’s view and feeling.

9. It makes you perfect in decision making.

10. It develop a sense of belongingness.

11. CCA provide motivation for learning.

12. CCA develop the values like physical, psychological, Ethical,

academic, civic, social, aesthetic, cultural recreational and

disciplinary values

3.4 TYPES OF RECREATIONAL ACTIVITIES GOING ON IN COLLEGE

CAMPUS

Students need different recreational activity areas according to the use and

purpose either by participating or being spectator there are different activity

zones according to the requirement. These areas directly or indirectly

effect the individuals personality aspect as well as motivates him by giving

him an impact of team work. The activities vary from either simple

discussions or by any sport activity, group discussions may include areas

like grounds a simple corridor or area in front of the classroom moreover

sitting spaces like cafeteria and areas where eatables are available are

considered as hot spots for the gatherings . Sports activities may vary from

games which require less area to games which require larger area for a

student to get involved in them. Small discussions can also be seen taking

place in parking lots.


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3.5 RECREATIONAL USE IN CAMPUS

3.5.1 FREQUENCY OF CAMPUS RECREATIONAL FACILITY USAGE

In this section we will understand the percentage of students which uses

the recreational center spaces, to understand clearly data has been taken

universally from studies and is been depicted in the form of pie chart.

CHART 1:-FREQUENCY OF CAMPUS RECREATIONAL SPACES

In the above pie chart we see that the majority of student of 41% is such

that has never visited the recreational center in the campus. more students

stop using the Campus Recreation Center, as they progress through

college. 5This could be due to busier schedules and the trend that more

students move off campus as they progress through college. In a future

section it will be shown that many more off-campus students fail to use the

facilities than those living on-campus.

5 A Study of Campus Recreation Usage:

Developing Our Student Body into Well-Balanced Graduates By Carson Hardy And Garrett Hellman

40%

26%

15%

14%

5% NEVER WENT

A FEW TIMES A MONTH

SEVERAL TIMES AMONTH

MORE THAN 12 TIMESA MONTH

DAILY


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3.5.2 YEAR IN COLLEGE VS. USAGE

Below the chart depicts the use of recreational spaces in college campus

according to the different age group and academic level among students.

CHART 2:-Year in College vs. Usage (Percentages)

We can see that for each year in college the largest sector consists of

students who never used the facility or went less than a few times and

never went back. This will continue to be a trend with many of the variables

when compared to usage. However, the trend here seems to be that

except for the transition from freshman to sophomore, more students stop

using the Campus Recreation Center, as they progress through college.

This could be due to busier schedules and the trend that more students

move off campus as they progress through college.

3.5.3 GENDER VS. USAGE

With respect to Gymnasium usage among the two genders a universal

survey tells us that the woman use gymnasium comparatively less than

males this may b due to many females they did not have enough free time

to use the gym, so this could be another contributing factor as to why so

few females use the gym on a daily basis.

0102030405060708090

100

Year in college vs usage

NEVER WENT OR WENT LESSTHAN A FEW TIMES(1-6)ANDNEVER WENT BACK

A FEW TIMES A MONTH (1-6)

SEVERAL TIMES A MONTHS(7-12)

MORE THAN 12 TIMES AMONTH

DAILY


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44%

27%

14%

12%3%

FemaleNEVERWENT

A FEW TIMESA MONTH

SEVERALTIMES AMONTH

MORE THAN12 TIMES AMONTH

DAILY

48%

25%

14%

10% 3%

Off-CampusPercentage

NEVER WENT

A FEW TIMES AMONTH


MORE THAN 12TIMES A MONTH

DAILY

CHART 3:-Usage of the Campus Recreation Center by Gender

3.5.4 ON CAMPUS/OFF CAMPUS USAGE

Students of both categories study in campus that is on campus and off

campus and they are nearly around 50-50 in percentage and globalised

studies show that on campus students uses the recreational spaces more

then off campus students. In case of gym most of the off campus students

join the gym near their locality or what suits them better according to

facilities. the chart below will clear the percentage and use of the

recreational spaces by on campus and off campus students.

CHART 4:-Usage of the Campus Recreation Center by Gender(MALE)

35%

25%

15%

17%

8%

Male NEVER WENT

A FEW TIMESA MONTH

SEVERALTIMES AMONTH

MORE THAN 12TIMES AMONTH

DAILY

28%

29%16%

21%

7%

On-CampusPercentage

NEVER WENT

A FEW TIMES AMONTH


MORE THAN 12TIMES A MONTH

DAILY


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CHART 5:-Figure 6 On/Off-Campus vs. Usage by Percentage

28% 29%

16%21%

7%

48%

25%

14%10%

3%

0%

10%

20%

30%

40%

50%

60%

NEVERWENT OR

WENT LESS

A FEWTIMES AMONTH

SEVERALTIMES AMONTH

MORETHAN 12TIMES AMONTH

DAILY

Year in college vs usage

PERCENTAGE (ON)

PERCENTAGE (OFF)


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CHAPTER - 4

CASE STUDIES

4.1 AMITY UNIVERSITY (NOIDA SECTOR- 125)

4.1.1 BACKGROUND

Amity University was formed by Ashok Chauhan, the founder of the

Ritnand Balved Education Foundation. Amity was India's first private

university slated to implement reservations based on caste etc. for both

faculty as well as students. The school started was started in 2003 with an

enrollment of 120 students. In 2011, it had 80,000 students in 240

programs. It now has more than 125,000 students from all over the world.

The campus comprises of total 60 acres with rich green and open spaces

within the campus. The university has total strength of 50,000 students with

130 programmes offered, the courses ranges from diploma to doctorate

level of study. University also houses in campus hostel residence for

students with capacity of 5000 students, male and female blocks are

separate .

4.1.2 BUILDING ARRANGEMENT

6The university comprises of 12 blocks with additional sports complex

which incorporates basketball and tennis court along with swimming pool.

The connectivity between the blocks is mainly through pathways adjoining

open spaces, however from the

study of solid and void it was found

that the layout of blocks created

featured pack arrangement and

such design provides conducive

interactive space spaces for the

6 www.wikimapia.com

https://en.wikipedia.org/wiki/Ashok_Chauhan

https://en.wikipedia.org/wiki/Reservations_in_India


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students.

IMAGE 1:-AMITY CAMPUS

IMAGE 2:-Solid And Void Of AMITY campus

4.1.3 INTERACTIVE SPACE

4.1.3.1 Hallway And Pathway In Faculty

Route in the context of interactive space is either in hallway and pathway

that connects between the buildings and in building itself. Routes of varying

sizes in faculty not only important for the movement, also can display the

spatial aspects of interactions. These routes provide opportunities for


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students to interact, building has the elements that provide interactive

space for the students.

4.1.3.2 Cafeteria And Food Service Area

The faculty has kiosks and food service area as shown in image 3. The

facilities are created to provide services for students. However, besides

being a place for students to have their meals, these spaces also are areas

of interaction for students.

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4.1.3.3 FOYER

Another important function of the faculty that can be used as an interactive

space is the foyer (see image 4). The foyer breaks the uniformity of the

design of the buildings spaces. It creates variation in terms of sizes and

space arrangement. The foyer also strengthens the character of the

building on a place for academic activities.

IMAGE 5:-Foyer entrance

IMAGE 4:-Food service area IMAGE 3:-Food service area


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4.1.3.4 SITTING AREA

Sitting areas are provided along the pathways and within the building

courtyard which serve as interaction place for students while they are on

the way. Landscaping around the sitting areas like benches are blended to

each other in feasible way to give a soothing environment for the students

to sit and relax while talking.

IMAGE 6:-SITTING

4.1.3.5 GREEN AND OPEN AREAS

There are green spaces along the blocks which are either serving as a

ground for any sports activity or used for landscaping purposes, these

open spaces also serve as recreational spots for the students either by

involving in activity or just as a spectator, moreover sitting platforms around

the trees serve as sitting places used for interactions and chit chatting.

Open areas like swimming pool and basketball courts are provided for the

purpose of sports recreation which pushes the students enthusiasm

towards the team spirit and group work.

IMAGE 7:-Green open area


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4.1.3.6 INFERENCES

1. The presence of landscaping elements provide a fruitful

environment for interactive space.

2. Cafeteria and food service area has a central courtyard which

serves as a gathering place for students and as a interactive space.

3. Sitting in form of benches is provided along the walkways

between building blocks for interactions.

4. Scarcity of gathering and meeting places which gives a sense of ownership for students.

4.2 Delhi Technological University

4.2.1 BACKGROUND

Delhi Technological University(Formerly Delhi College of Engineering)

operated from the Kashmiri Gate campus in the heart of Old Delhi until

1989, when construction began at the New Campus at Bawana Road in

May. Moving of operations from Kashmiri Gate to the new 164 acres

campus at Bawana Road began in 1995, and the new campus formally

started classes for all four years of study starting 1999.The new campus is

a lush green campus well connected by road. Facilities include a library, a

computer center, a sports complex, eight boys' hostels, six girls' hostels,

and a married couples' hostel. The campus has residential facilities for

faculty and staff. The campus has an auditorium and an open air theater.


The university comprises of academic, hostel administration zones with

additional sports complex along with open air theater in the center of

university. The connectivity between the blocks is mainly through pathways

adjoining open spaces, however from the study of solid and void it was

found that the layout of blocks created featured pack arrangement and

such design provides conducive interactive space spaces for the students.

https://en.wikipedia.org/wiki/Kashmiri_Gate_(Delhi)


26

7

IMAGE 8:-Delhi technological university

7 Source: Google Earth Satellite Image, 2015.


27

4.2.3 Campus recreational spaces

IMAGE 9:-Campus recreational spaces


28






spatial aspects of learning environment. These routes provide opportunities

for students to learn informally, building has the elements that provide

interactive space for the students.


The college spread over 165 acre of land and with some 4,000 students,

has three canteens apart from two small eating outlets. The campus has

kiosks and food service area. The facilities are created to provide services

for students. However, besides being a place for students to have their

meals, these spaces also are areas that can be used as interactive space

for students.

IMAGE 10:- Food Service Area


29

4.2.4.3 FOYER


space is the foyer The foyer breaks the uniformity of the design of the

buildings spaces. It creates variation in terms of sizes and space

arrangement. The foyer also strengthens the character of the building on a

place for academic activities.


Sitting areas are provided along the open air theater and within the

building courtyard which serve as discussion place for students while they

are on the way. Landscaping around the sitting areas like benches are

blended to each other in feasible way to give a soothing environment for

the students to sit and discuss.

IMAGE 11:-AMPHITHEATER



ground for any sports activity or used for landscaping purposes, these

open spaces also serve as recreational spots for the students either by

involving in activity or just as a spectator moreover sitting platforms around

the trees serve as sitting places used for discussions and chit chatting.

Open areas like cricket field and athletic track are provided for the purpose

of sports recreation which pushes the students enthusiasm towards the


30

team spirit and group work. Moreover provision of open air theater for the

performances also serve as interactive space for the students.

IMAGE 14:-AMPHITHEATER

4.2.4.6 INFERENCES

1. Centrally located amphitheater used as a gathering place when

not used for any performance.

2. Creation of water body around sit out which gives mental

relaxation.

3. Lack of landscape around the walkways which support

interactions between students.

4. There is scarcity of sitting spaces along walkways which could

be used for interactive space.

5. Scarcity of gathering and meeting places which gives a sense of ownership for students.

IMAGE 13:-RUNNING TRACK IMAGE 12:-CRICKET GROUND


31

4.3 Jawaharlal Nehru University

4.3.1 BACKGROUND

The university is an example of the new red brick universities built in the

mid-20th century. Located in the southern part of New Delhi and spread

over an area of about 1000 acres (4 km²), the campus occupies some of

the northernmost reaches of the Aravalli Hills. The campus maintains large

patches of scrub and forestland. There are sports clubs in the university.

All the clubs organize annual tournaments in the winter semester. There

are three main venues where the following games are played:

Sports Complex/JNU Stadium: For football, cricket, volleyball, lawn

tennis, weight lifting/gymnasium, yoga and athletics.

Badminton Hall inside the Students Activity Centre.

Central School Grounds Basketball Court.


The university comprises of academic, hostel administration zones with

additional sports complex along with two open air theater's. There are

several dhaba's placed which serve as a gathering point for interactive

space. The connectivity between the blocks is mainly through informal

pathways adjoining open spaces, however from the study of solid and void

it was found that the layout of blocks created featured pack arrangement

and such design provides conducive interactive space spaces for the

students.

https://en.wikipedia.org/wiki/Aravalli_Hills

https://en.wikipedia.org/wiki/Association_football

https://en.wikipedia.org/wiki/Cricket

https://en.wikipedia.org/wiki/Lawn_tennis

https://en.wikipedia.org/wiki/Lawn_tennis

https://en.wikipedia.org/wiki/Olympic_weightlifting

https://en.wikipedia.org/wiki/Yoga


32

89

4.3.3 Campus recreational spaces

10

IMAGE 16:-Campus recreational spaces

8 Google satellite image

10 self edited

IMAGE 15:-JAWAHARLAL

NEHRU UNIVERSITY(JNU)


33






spatial aspects of learning environment. These routes provide opportunities

for students to learn informally, building has the elements that provide

interactive space spaces for the students.


The college spread over 1000 acre of land and with some 7,304 students,

has dhaba canteens apart from two eating outlets. The facilities are

created to provide services for students. However, besides being a place

for students to have their meals, these spaces also are areas that can be

used as a place for interaction for students.

4.3.4.3 FOYER


space is the foyer The foyer breaks the uniformity of the design of the

IMAGE 18:-Dhaba IMAGE 17:Dhaba sitting


34

buildings spaces. It creates variation in terms of sizes and space

arrangement. The foyer also strengthens the character of the building on a

place for academic activities.


Sitting areas are provided in form of elevated stones and natural contours

which are used for sitting. basically the sitting is provided in dhaba's of the

campus and there is bit of scarcity in terms of sitting spaces of the

university.



ground for any sports activity or used for dhaba culture, these open spaces

also serve as recreational spots for the students either by involving in

activity or just as a spectator moreover sitting platforms around the trees

serve as sitting places used for discussions and chit chatting. Open areas

like cricket field and athletic track are provided for the purpose of sports

recreation which pushes the students enthusiasm towards the team spirit

and group work. Moreover provision of open air theater for the

performances also serve as interaction place for the students.

IMAGE 20:-Sitting IMAGE 19:-SITTING


35

4.3.4.6 INFERENCES

1. Presence of dhaba's along with informal sitting gives a sense of

ownership of place to the students for free interactions.

2. Landscape in terms of natural mounds of remains of mountain

serve as a place of informal sitting and gathering spots.

3. Lack of landscape around the walkways which support

interactions between students.

4. Lots of open ground present are neglected for sitting and

gathering due to improper maintenance.

IMAGE 21:-Amphitheater


36

4.4 COMPARITIVE STUDY

Table1 lists the place of interactive spaces present in three universities.

Table 1:-Interactive space In Faculty

S.NO AMITY DTU JNU

1 PLAZA HALLWAY DHABA

2 COURTYARD COURTYARD COURTYARD

3 CAFE AMPHITHEATER AMPHITHEATER

4 . FOYER FOYER REMAINS

OFMOUNTAIN

5

FOOD AND

BEVERAGES

FOOD AND

BEVERAGES

FOOD AND

BEVERAGES

6 SPORTS AREAS SPORTS AREAS SPORTS AREAS

4.4.1 Respondent Survey Analysis

This section present the analysis of the data collected from the interviews

involving 100 respondents from Amity , 100 respondents from JNU and

100 respondents from Delhi technological university.

4.4.2 Respondent Background

A total of 100 students were taken as respondents for information on their

views and student profiles. Respondents surveyed students from the Amity

and JNU aims to get more precise information and details to identify the

level of conducive interactive space spaces in college.


37

60, 60%

MALES

FEMALES

1. Gender Of Respondent

Chart 6 and chart 7 show the overall gender of respondents. The chart and

show's the most respondents are males.

2. Age Group Of Respondent

CHART 7:-Overall Age Group Of Respondents

From the chart.8 we conclude that most of the respondents are between

23-27 year old.

1518

22

4542

48

3235

18

85

12

0

10

20

30

40

50

60

AMITY JNU DTU

18-22 YEAR OLD

23-27 YEAR OLD

28-31 YEAR OLD

32 YEAR OLD ANDABOVE

CHART 7:-Overall Gender Of respondents

66

55 58

34

45 42

0

10

20

30

40

50

60

70

AMITY JNU DTU

MALE

FEMALE

CHART 6:-Overall Gender Of

Respondents


38

28

72

COLLEGE

NON-RESIDENT

28

468

LESS THEN 0.5KM

BTW 0.5-1.0 KM

MORE THAN 1.0KM

2838

25

42

6275

0

20

40

60

80

AMITYJNU DTU

COLLEGE

NON-RESIDENT

2736

25

8 9 10

6555

68

0

20

40

60

80

AMITY JNU DTU

LESS THAN 0.5KM

BETWEEN 0.5-1.0 KM

MORE THAN 1.0KM

3. Type Of Accommodation

From chart 9 and chart 10 we observe that most of the students and non

residents of the campus, hence we conclude that non residents of the

college campus are not able to utilize interactive spaces in the off timings

of college.

CHART 9:-Overall Type Of Accommodation CHART 10:-Overall type of accommodation

CHART 11:-Distance From Accommodation To Faculty Of

Respondents By Faculty

CHART 12:-Overall type of accommodation


39

4 37

5 57

1210

8

56

6359

4 46

1915

8

3

15

0

10

20

30

40

50

60

70

AMITY JNU DTU

HALLWAY ANDPATHWAY

PLAZA

COURTYARD

FOOD AND BEVERAGES

FOYER

LANDSCAPE

AMPHITHEATER

4.7.2 Use Of Interactive space

This section present the use of interactive space. Analysis consist several

aspect of use, namely the space use as interactive space; duration of time

when interactive spaces are used; and factor of use interactive space in

college.

4.9.1 Space That Is Used As Interactive space

For the purpose of the analysis, the interactive spaces are categorized into

several categories, namely hallway and Plaza, courtyard, food and

beverages, cafe, foyer food service area; and landscapes area.

From the above chart.13 we conclude that most preferable place for the

students to interact and recreate is food and beverages area.

CHART 13:-Level Of Use By Informal Learning Space


40

45

35

42

4852

55

4145

38

3230

34

0

10

20

30

40

50

60

AMITY JNU DTU

8:00AM-12:00 NOON

12:00NOON-2:00PM

2:00PM-5:00PM

5:00PM-7:00PM

4.9.2 Duration Of Use While At Interactive space

CHART 85:-Comparison Duration Of Usage of interactive spaces

Charts 14 and 15 shows the comparative usage of interactive spaces according

to the timings and we see mostly the interactive spaces are used during the

noon time.

CHART 14:-Duration Of Used While At Informal Learning Space

0

10

20

30

40

50

60

AMITY

JNU

DTU


41

18

25

16

4045

40

28 2730

4 3 4

0

10

20

30

40

50

AMITY JNU DTU

VERY IMPORTANT

IMPORTANT

LESS IMPORTANT

NOT IMPORTANT

1518 16

4542

47

35 37 36

5 3 4

0

10

20

30

40

50

AMITY JNU DTU

VERY IMPORTANT

IMPORTANT

LESS IMPORTANT

NOT IMPORTANT

4.9.3 Factor Of Use Interactive space In The Faculty

1. Easy To Meet With Friend

We see that interactive spaces are important spots for students to meet

with friends and recreate.

2. Comfortable And Easy To Interact

Comparative analysis shows that students wishes the interactive spaces to

be comfortable and easy to interact.

CHART16:-Easy To Meet With Friend

CHART17:-Comfortable And Easy To Interact


42

2530

22

5550

55

15 17 18

5 3 3

0

10

20

30

40

50

60

AMITY JNU DTU

VERY IMPORTANT

IMPORTANT

LESS IMPORTANT

NOT IMPORTANT

3538

4245 47 48

18 20

82 3 5

0

10

20

30

40

50

60

AMITY JNU DTU

VERY IMPORTANT

IMPORTANT

LESS IMPORTANT

NOT IMPORTANT

3. Easy To Gather And Discuss

Students also prefer interactive spaces to which are easy to accommodate

a group where they can chit chat and discuss comfortably.

4. Close To Class

From above chart we conclude that students prefer interactive spaces to

be present near to the class so that they save time between class intervals

by approaching these places and getting recreated.

CHART18:-Easy To Gathering And Discuss

CHART19:-Close To Class


43

7030

COMFORTABLE

UNCOMFORTABLE

20 18 1525 22 30

55 60 55

0

50

100

AMITY JNU DTU

EXTREMELYCOMFORTABLE

VERYCOMFORTABLE

COMFORTABLE

22 221218 18

32

60 60 56

0

50

100

AMITY JNU DTU


VERYCOMFORTABLE

COMFORTABLE

4.9.4 Comfort Level of Interactive space

The factors of discomfort are categorized into three categories, namely;

existing of table and seating area; hot and inconvenient environment; and

not interesting landscapes.

1. Factor Of Comfort

2. Shade And Convenient Environment

CHART 20:-Comfort Level of Informal Learning Space

CHART 21:-Factor Of Comfortable

CHART 9:-Shade And Convenient Environment


44

2012 1618

3036

62 58 58

0

20

40

60

80

AMITY JNU DTU


VERYCOMFORTABLE

COMFORTABLE

5 8 4

2515

26

7077

70

0

20

40

60

80

100

AMITY JNU DTU

EXTREMELYDISCOMFORT

VERY DISCOMFORT

DISCOMFORT

5 6 4

2214

22

7380

70

0

20

40

60

80

100

AMITY JNU DTU

EXTREMELYDISCOMFORT

VERY DISCOMFORT

DISCOMFORT

3. Interesting Landscapes

4.9.5 Uncomfortable Level of Interactive space

1. Existing Of Table And Seating Area

2. Hot And Inconvenient Environment

CHART22:-Interesting Landscapes

CHART23:-Existing Of Table And Seating Area

CHART 24:-Hot And Inconvenient Environment


45

2 4 312 18 21

8678 76

0

20

40

60

80

100

AMITY JNU DTU

EXTREMELYDISCOMFORT

VERY DISCOMFORT

DISCOMFORT

2 3 57 9 11

55 5348

32 34 31

4 10

20

40

60

AMITY JNU DTU

Poorest Quality

Poor Quality

Moderate Quality

Good Quality

Best Quality

2 3 64 5 818 15 1618

2431

5853 55

0

20

40

60

80

AMITY JNU DTU

Poorest Quality

Poor Quality

Moderate Quality

Good Quality

Best Quality

3. Not Interesting Landscapes

4.9.6 Physical Quality Of Interactive spaces

1. Space design

2. Lighting

CHART25:-Not Interesting Landscapes

CHART26:-Space design

CHART27:-Lighting


46

4 3 610

6 816 15

2015

2218

55 5448

0

20

40

60

AMITY JNU DTU

Poorest Quality

Poor Quality

Moderate Quality

Good Quality

Best Quality

4 3 610

6 816 15

2015

2218

55 5448

0

20

40

60

AMITY JNU DTU

Poorest Quality

Poor Quality

Moderate Quality

Good Quality

Best Quality

3 4 48 10

282824 24

3228

18

2934

22

0

10

20

30

40

AMITY JNU DTU

Poorest Quality

Poor Quality

Moderate Quality

Good Quality

Best Quality

3. Furniture

4. Infrastructure

5. Landscaping

CHART28:-Furniture

CHART29:-Infrastructure

CHART 30:-Landscaping


47

0 0 0

1310 12

33 3128

34 36 34

2023 22

0

10

20

30

40

AMITY JNU DTU

NEVER

SLIGHT FREQUENT

FREQUENT

MORE FREQUENT

MOST FREQUENT

10 81

15 188

45 48 52

20 20 1810 6

12

0

20

40

60

AMITY JNU DTU

VERY POOR

POOR

MODERATE

GOOD

VERY GOOD

0 0 0

1310 12

33 3128

34 36 34

2023 22

0

10

20

30

40

AMITY JNU DTU

NEVER

SLIGHT FREQUENT

FREQUENT

MORE FREQUENT

MOST FREQUENT

4.9.7 Level Of Activity In Interactive space

1. Sitting with classmates in interactive spaces to relax and enjoy

2. Planning to recreate in interactive spaces at definite time

4.9.8 Performance Element Of Interactive space Space

1. Adaptability Adaptability of space consist spaces that support activities and people

change. Besides that, adaptability space also supports a multiple of

interaction levels.

CHART31:- Sitting with classmates in interactive spaces to relax and

enjoy

CHART 33:-Adaptability

IMAGE32:-Planning to recreate in interactive spaces at definite time


48

10 8 1015 14

8

42

52 55

23 20 1810

612

0

20

40

60

AMITY JNU DTU

VERY POOR

POOR

MODERATE

GOOD

VERY GOOD

10 81212 11

6

45 4842

25

1422

812 12

0

20

40

60

AMITY JNU DTU

VERY POOR

POOR

MODERATE

GOOD

VERY GOOD

128

121014

6

4852

46

22

10

22

8 8 7

0

20

40

60

AMITY JNU DTU

VERY POOR

POOR

MODERATE

GOOD

VERY GOOD

2. Social

The social element includes spaces that support collaboration, interaction

and engagement among faculty communities to perform the interactions.

3. Healthful

Healthful element is spaces that promote the safety and physical well-

being of students and faculties.

4. Healthful

Healthful element is spaces that promote the safety and physical well-

being of students and faculties.

CHART 34:-Social

CHART35:-Healthful

CHART36:-Healthful


49

10 8 912 10 12

5248

54

1812

27

8 6 7

0

20

40

60

AMITY JNU DTU

VERY POOR

POOR

MODERATE

GOOD

VERY GOOD

9 8 1012 10 12

5448

52

27

1218

6 6 8

0

20

40

60

AMITY JNU DTU

VERY POOR

POOR

MODERATE

GOOD

VERY GOOD

128 810 12 14

5246 48

29

1018

6 8 8

0

20

40

60

AMITY JNU DTU

VERY POOR

POOR

MODERATE

GOOD

VERY GOOD

5. Sustainability Sustainability element is the spaces those are environmentally

responsible.

6. Resourceful

Resourceful element of performance in interactive space that support

long term efficiency and support use of assets.

7. Stimulating

Stimulating element of performance for interactive space is a space that

attracts people to use it and spark thinking overtime.

CHART37:-Sustainability

CHART38:-Resourceful

CHART39:-Stimulating


50

0

10

20

30

RESPONSE

9

14

22

28

139

14

LARGEST ROLE

LARGER ROLE

LARGE ROLE

MEDIUM ROLE

SMALL ROLE

SMALLER ROLE

SMALLEST ROLE

0

10

20

30

40

RESPONSE

814

20

31

15

6

15

LARGEST ROLE

LARGER ROLE

LARGE ROLE

MEDIUM ROLE

SMALL ROLE

SMALLER ROLE

4.9.9 The Parties Driving Interactive space Design

For the purpose of analysis, six parties of players in driving interactive space

design can be used to assess the interactive space, namely administration;

management; maintenance; planning and design; construction; and students. In

the regard to analysis these elements, scale are used in this analysis that are

divided into seven ranks, namely largest role, larger role, large role, medium

role, small role, smaller role and smallest role.

1. Administration

Management

CHART 10:-Administration response

CHART 11:-Management response


51

0

10

20

30

RESPONSE

10 12

2427

18

6

15

LARGEST ROLE

LARGER ROLE

LARGE ROLE

MEDIUM ROLE

SMALL ROLE

SMALLER ROLE

0

5

10

15

20

25

30

RESPONSE

1210

20

27

16

8

16

LARGEST ROLE

LARGER ROLE

LARGE ROLE

MEDIUM ROLE

SMALL ROLE

SMALLER ROLE

SMALLEST ROLE

Maintenance

From the above observations we can conclude that administration and

management department majorly plays medium role in the development and

maintenance of active interactive spaces.

2. Planning And Design

Planning and design practices of enhancing interactive spaces plays major

role in motivating students moving towards interactive spaces inside the

college premises. Spaces should be inviting and welcoming with

comfortable furnishings. Spaces should have plenty of natural and variable

light, good ventilation and good quality acoustic treatment

CHART 12:-Maintenance response

CHART 13:-Planning and design response


52

0

5

10

15

20

25

RESPONSE

1517

1418

22

1216

LARGEST ROLE

LARGER ROLE

LARGE ROLE

MEDIUM ROLE

SMALL ROLE

SMALLER ROLE

0

5

10

15

20

RESPONSE

17 1820

18 17

12

administration

maintainance

management

planning and design

construction

student

3. Students

From the above chart we conclude that the students role in the development

of interactive spaces is very minor, as they are the users and they use what

they get according to their preference. They are not active participants in the

planning and construction process, they only maintains the sense of place

making by effective participation in these interactive spaces.

4. Overall Ranking Of Parties In Driving Interactive space Design

Hence, the major task in providing interactive recreational opportunities in

a college campus is derived by the management authorities, that not only

approves the proposals but also provides the required funds.

CHART 14:-Students response

CHART 15:-Overall response


53

CHAPTER 5

CONCLUSION AND RECOMMONDATION

5.1 Conclusions

1. Interactive spaces plays a vital role in students life by active

participation in the activities taking place in these spaces and

sometimes just getting recreated in passive form.

2. There is a connection between the surrounding environment and

an individual which is indirectly responsible for making the

conversation go in a healthy manner with proper comfort level.

3. Informal spaces to interact with each other are the benchmark for

a student to explore himself in a casual way and through friendly

appreciations an individual gains confidence level which adds to his

personality development.

4. Proper landscaping and informal sit outs within the gathering

spot plays a significance role in motivating the students to visit these

areas for group gatherings .

5. Informal spaces gives an environment where students get a

feeling of ownership and are more free to interact and this fruitful

interaction results in the rise of confidence level of an individual.

6. If there is no involvement of the Office of Development and

Office of Facilities Management in the development and management

of interactive spaces then these spaces will not b given importance

and will be neglected due to improper maintenance.


54

7. To create interactions among students is not an impossible task

and all parties involved should strive and be prepared to accept the

changes and challenges of a more challenging future.

5.2 Recommendation

The recommendations intend to create conducive environment of

the interactive space so that they can be used effectively by the

study that could improve the quality and standard of interaction

level. Following are some recommendations based on the

problems identified.

1. Interactive space spaces should be designed to support active

engagement rather than passive , interaction occurs when

students are engaged in an active participation within a interactive

space.

2. Spaces should avoid design elements like fixed amphitheatre and

seating that support non-natural separation of academics and

students and utilize mobile furnishings and technology that allow a

more shared approach to interact.

3. Elements like the quality and cleanliness of the space, the reliability

and functionality of its technology, the colors on walls, floors and in

furnishings, art work and imagery, and the nature of signage all

contribute to sending a message to the users of the space

4. The design of university campuses, buildings and interactive space

spaces needs to support opportunities for accidental or unexpected

interaction between students and academics.


55

5. The addition of simple and comfortable seating in walk ways and in

corridors where academics and students are likely to meet is

another way to support and encourage higher levels interaction

outside the classroom.

6. For the potential of any interactive spaces to be realized there

should be spaces not only in which students want to be, but also

spaces in which students are motivated to be involved in the

interactive activities.

7. An interactive space should be accessible, comfortable and

habitable for all its users.

8. The design of interactive spaces should include consideration of

student access to comfort elements including food and beverage.

9. The transition spaces can be considered as hallways, pathways and

foyer that interconnected to other building spaces. The transition

spaces should provide benches for sitting where they can talk out of

the flow of pedestrian walkway.

10. Some interactive space spaces have adjacent indoor and outdoor

areas. The outdoor spaces can be considered as courtyard,

amphitheatre, and square and open-plan area.

11. Planting shade trees and providing sitting areas makes these

spaces more usable, and students tend to linger before going inside

for class.


56

CHAPTER 6

REFERENCE AND BIBLIOGRAPHY

6.1 REFERENCE

1. The use of informal learning space by students in uitm shah alam

campus Author: Muhammad hilmy bin muslim

2. www.educause.edu/learningspaces

3. Reinforcing Community Campus Gathering Places


PAGE-7-9



PAGE-15-20

5. A Study of Campus Recreation Usage:

Developing Our Student Body into Well-Balanced Graduates

By Carson Hardy And Garrett Hellman.

6. www.wikimapia.com

6.2 BIBLIOGRAPHY

1. The use of informal learning space by students in uitm shah alam

campus Author: Muhammad hilmy bin muslim

2. www.educause.edu/learningspaces



PAGE-7-9



PAGE-15-20

5. A Study of Campus Recreation Usage:

Developing Our Student Body into Well-Balanced Graduates

By Carson Hardy And Garrett Hellman.


57

6. www.wikimapia.com

7. Reinforcing Community Campus Gathering Places Design Guidelines The University of Iowa. 8. The University of North Texas Campus Space Assessment Final

November 2012.


58

TABLE OF FIGURE

IMAGE 1:-AMITY CAMPUS .............................................................................. 22

IMAGE 2:-Solid And Void Of AMITY campus .................................................... 22

IMAGE 3:-Food service area ............................................................................. 23

IMAGE 3:-Food service area ............................................................................. 23

IMAGE 4:-Foyer entrance ................................................................................. 23

IMAGE 5:-SITTING ........................................................................................... 24

IMAGE 6:-Green open area ............................................................................. 24

IMAGE 7:-Delhi technological university ........................................................... 26

IMAGE 8:-Campus recreational spaces ............................................................ 27

IMAGE 9:- Food Service Area ........................................................................... 28

IMAGE 10:-AMPHITHEATER ........................................................................... 29

IMAGE 13:-AMPHITHEATER ........................................................................... 30

IMAGE 11:-CRICKET GROUND ....................................................................... 30

IMAGE 12:-RUNNING TRACK .......................................................................... 30

IMAGE 15:-Campus recreational spaces .......................................................... 32

IMAGE 14:-JAWAHARLAL NEHRU UNIVERSITY(JNU) .................................. 32

IMAGE 16:Dhaba sitting .................................................................................... 33

IMAGE 17:-Dhaba ............................................................................................. 33

IMAGE 18:-SITTING ......................................................................................... 33

IMAGE 19:-Sitting ............................................................................................. 33

IMAGE 20:-Amphitheater .................................................................................. 33