Architecture Students Self-Report Wellbeing Assessment Based On Quality Learning Environment in Design Studio
Higher education students’ difficulties, especially students in architecture education lead students to health problems. The design studio is the heart of architecture education and students spent most of their time with staff. Students tend to do various activities in the studio such as demonstrating, model-making, drawing, and lecturing. Therefore, the learning environment in the studio should attract students to spend most of their time in the studio happily. This research focused on a mixed method to assess the relationship between students’ wellbeing and the quality learning environment in the design studio. The students’ self-report assessment for the wellbeing situation has been used that depends on students experience in the design studio. For this reason, architecture design studios at private universities in Erbil city have been selected as a case study. The statistical program SPSS has been used to test hypotheses and analyze data. The findings of this study represent the significant positive relationship between students’ wellbeing and the quality learning environment in the design studio. Furthermore, the study illustrates the significance of the quality learning environment in the design studio and its role in the development of the student’s wellbeing.
S. Oliveira, E. Griffin, D. Cash and E. Marco. Health and wellbeing in design studio briefs-architecture and engineering graduating students’ motivations and approaches. Building Services Engineering Research and Technology, vol. 41, pp. 137-152, 2020.
T. M. Evans, L. Bira, J. B. Gastelum, L. T. Weiss and N. L. Vanderford. Evidence for a mental health crisis in graduate education. Nature Biotechnology, vol. 36, pp. 282-284, 2018.
D. B. Zandvliet, A. Stanton and R. Dhaliwal. Design and validation of a tool to measure associations between the learning environment and student well-being: The healthy environments and learning practices survey (HELPS). Innovative Higher Education, vol. 44, pp. 283-297, 2019.
D. Hernández-Torrano, L. Ibrayeva, J. Sparks, N. Lim, A. Clementi, A. Almukhambetova, Y. Nurtayev and A. Muratkyzy. Mental health and well-being of university students: A bibliometric mapping of the literature. Frontiers in Psychology, vol. 11, p. 1226, 2020.
C. L. Flinchbaugh, E. W. G. Moore, Y. K. Chang and D. R. May. Student well-being interventions: The effects of stress management techniques and gratitude journaling in the management education classroom. Journal of Management Education, vol. 36, pp. 191-219, 2012.
M. Ramli, F. Hanurawan, N. Hidayah and M. Pali. Students’ wellbeing assessment at school. Journal of Educational, Health and Community Psychology, vol. 5, pp. 62-71, 2016.
F. A. Huppert and J. E. Whittington. Evidence for the independence of positive and negative well-being: Implications for quality of life assessment. British Journal of Health Psychology, vol. 8, pp. 107-122, 2003.
A. Deaton. Income, health, and well-being around the world: Evidence from the Gallup World Poll. Journal of Economic Perspectives, vol. 22, pp. 53-72, 2008.
E. M. C. Idsoe. The importance of social learning environment factors for affective well-being among students. Emotional and Behavioral Difficulties, vol. 21, pp. 155-166, 2016.
E. Diener, S. D. Pressman, J. Hunter and D. Delgadillo‐Chase. If, why, and when subjective well‐being influences health, and future needed research. Applied Psychology, Health and Well‐Being, vol. 9, pp. 133-167, 2017.
K. Ruggeri, E. Garcia-Garzon, Á. Maguire, S. Matz and F. A. Huppert. Well-being is more than happiness and life satisfaction: A multidimensional analysis of 21 countries. Health and Quality of Life Outcomes, vol. 18, p. 192, 2020.
S. S. Shareef and G. Farivarsadri. An innovative framework for teaching/learning technical courses in architectural education. Sustainability, vol. 12, p. 9514, 2020.
M. D. González-Zamar, L. Ortiz Jiménez, A. S. Ayala and E. Abad- Segura. The impact of the university classroom on managing the socio-educational well-being: A global study. International Journal of Environmental Research and Public Health, vol. 17, p. 931, 2020.
E. N. M. Shaqour and A. H. A. Alela. Improving the architecture design studio internal environment at NUB. Journal of Advanced Engineering Trends, vol. 41, pp. 31-39, 2021.
A. Obeidat and R. Al-Share. Quality learning environments: Design-studio classroom. Asian Culture and History, vol. 4, p. 165, 2012.
M. Llorens-Gámez, J. L. Higuera-Trujillo, C. S. Omarrementeria and C. Llinares. The impact of the design of learning spaces on attention and memory from a neuroarchitectural approach: A systematic review. Frontiers of Architectural Research, vol. 11, pp. 542-560, 2021.
S. Muniandy, T. H. Khan and A. S. Ahmad. Evaluating the physical environment of design studios: A case study in Malaysian private architecture schools. International Journal of Built Environment and Sustainability, vol. 2, pp. 141-149, 2015.
Y. M. Maikano and A. Abubakar. Students satisfaction of indoor learning environment of Ahmadu Bello university, Zaria: A case study of department of architecture. Dutse Journal of Pure and Applied Sciences, vol. 4, pp. 17-28, 2018.
T. Mäkelä and T. Leinonen. Design framework and principles for learning environment co-design: Synthesis from literature and three empirical studies. Buildings, vol. 11, p. 581, 2021.
N. Bagheri and S. A. Nouri. The role of the physical environment in the creative space of the architecture. International Journal of Humanities and Cultural Studies, vol. 2, pp. 1602-1616, 2016.
E. Ibem, O. Alagbe and A. Owoseni. A Study of Students’ Perception of the Learning Environment: Case Study of Department of Architecture, Covenant University, Ota Ogun State. In: Proceedings of INTED2017 Conference: 11th International Technology, Education and Development Conference. Valencia, Spain. pp. 6275-6285, 2017.
A. Ibrahim, S. Jaradat and M. Alatoom. Architectural Design Studio Environment and Student Satisfaction, Case Studies of Jordanian Universities. In: Conference: Proceedings of the Eight International Congress of Architectural Technology, ICAT, 2019.
J. Thompson. DIAgramming supportive learning environments: Architecture student wellbeing and resilience. Charrette, vol. 7, pp. 113-133, 2021.
H. S. Arain, B. K. Shar and F. S. Nizamani. Architecture pedagogy: Investigating the physical environment of design studio for pedagogical needs. International Research Journal of Innovations in Engineering and Technology, vol. 2, p. 7-12, 2018.
A. B. Bernardo, A. Castro-Lopez, J. Puente and L. Almeida. Ensuring Quality Education and Good Learning Environments for Students, 2021.
I. Z. Al-Zaza, R. M. El-Ottol. Architecture Design Studio: Toward the Ideal Interior Design of Architecture Studio in the Gaza Strip, 2014.
K. Eldaghar. Applying learning methods with architecture students to improve indoor quality for health and wellbeing in buildings case study: Enhancing lighting efficiency of public spaces. BAU Journal Health and Wellbeing, vol. 1, p. 62, 2018.
S. Usca, A. Kavinska and I. Rimsane. Measurements of students’ wellbeing-case study in a Latvian private school. Education Innovation Diversity, vol. 1, pp. 48-56, 2020.
A. Stanton, D. Zandvliet, R. Dhaliwal and T. Black. Understanding students’ experiences of well-being in learning environments. Higher Education Studies, vol. 6, pp. 90-99, 2016.
A. Petermans and A. E. Pohlmeyer. Design for Subjective Wellbeing in Interior Architecture. In: Proceedings of the Annual Architectural Research Symposium in Finland, pp. 206-218, 2014.
F. Borgonovi and J. Pál. A Framework for the Analysis of Student Well-being in the PISA 2015 study: Being 15 in 2015.
In: OECD Education Working Papers. Organization for Economic Co-operation and Development, France, 2016. Available from: http://dx.doi.org/10.1787/5jlpszwghvvb-en. [Last accessed on 2023 Jan 01].
B. F. Gräbel. The Relationship Between Wellbeing and Academic Achievement: A Systematic Review. University of Twente Student Theses, 2017.
M. L. Kern, L. E. Waters, A. Adler and M. A. White. A multidimensional approach to measuring well-being in students: Application of the PERMA framework. The Journal of Positive Psychology, vol. 10, pp. 262-271, 2015.
M. Awartani, C. V. Whitman and J. Gordon. Developing instruments to capture young people’s perceptions of how school as a learning environment affects their well-being. European Journal of Education, vol. 43, pp. 51-70, 2008.
H. Hughes, J. Franz and J. Willis. School Spaces for Student Wellbeing and Learning: Insights from Research and Practice. Springer, New York City, 2019.
L. Dixon. The Interior Design Studio Built Environment: Exploring Intersections of Energy Conservation, Student Satisfaction, and Occupancy Patterns. The Florida State University, United States, 2012.
A. S. Lubis, B. Hamid, I. F. Pane and B. O. Y. Marpaung. Analysis of facility needs level in architecture studio for students’ studio grades. IOP Conference Series Earth and Environmental Science, Vol. 126, p. 012006, 2018.
H. Tumusiime. Learning in Architecture: Students’ Perceptions of the Architecture Studio. In: 1st International Conference on Architectural Education (AAE 2013). Nottingham Trent University, United Kingdom, 2013.
E. Shrestha, R. S. Mehta, G. Mandal, K. Chaudhary and N. Pradhan. Perception of the learning environment among the students in a nursing college in Eastern Nepal. BMC Medical Education, vol. 19, p. 382, 2019.
E. Neufert, P. Neufert, B. Baiche and N. Walliman. Architects’ Data/Ernst and Peter Neufert. Blackwell Science, Oxford, Malden, MA, 2000.
N. A. G. Abdullah, S. C. Beh, M. M. Tahir, A. I. C. Ani and N. M. Tawil. Architecture design studio culture and learning spaces: A holistic approach to the design and planning of learning facilities. Procedia Social and Behavioral Sciences, vol. 15, pp. 27-32, 2011.
F. M. Alsaif. New Zealand Learning Environments: The Role of Design and the Design Process. Victoria University of Wellington, New Zealand, 2014.
C. K. Tanner. Effects of school design on student outcomes. Journal of Educational Administration, vol. 47, pp. 381-399, 2009.
S. Arif and M. Ilyas. Creating a quality teaching learning environment. International Journal of Learning, vol. 18, pp. 51-70, 2012.
A. S. Mutaqi. Architecture Studio Learning: Strategy to Achieve Architects Competence. In: SHS Web of Conferences. EDP Sciences, France, p. 04004, 2018
M. G. Modell and C. M. Gray. Searching for personal territory in a human-computer interaction design studio. Journal for Education in the Built Environment, vol. 6, pp. 54-78, 2011.
Copyright (c) 2023 Ashti Y. Hussein, Faris A. Mustafa
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License [CC BY-NC-ND 4.0] that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).