Introduction
The goal of this paper is to enable the creation of a student-led education center on the South Dakota State University campus and to provide justification for why such a center will encourage greater student involvement and collaboration. During my time at South Dakota State University, I found it difficult to locate a specific area where I could collaborate with other students. I will conduct an in-depth study and consider the positive implications of creating a design that takes this issue into account.
This layout, in my opinion, will be advantageous to both college lecturers and students. The layout will support and encourage learning outside of the classroom. I will carry out research to demonstrate the advantages of such designs. To tailor the design to the needs of the students, I will also examine the learning objectives of the students. The findings presented in the paper will aid in addressing the queries I have chosen to delve into and address.
Students, who make up my intended audience, should see the opportunity presented by the need for this kind of facility to be a valuable contribution. The root of the issue is the difficulty in locating other students who are struggling with the same ideas or people who can explain them outside of class. The chance is to offer a place where this issue may be addressed to find a solution. From my own experience, I think there is a lot of interest in this initiative.
To learn more and generate suggestions for the optimal layout, I intend to investigate several designs. I want to analyze other initiatives that are similar to mine. As the initiative is designed to assist students, I plan to keep those requirements and desires in mind. I want to look at the equipment that South Dakota State University has already put in place. A comprehensive report outlining the design and study will be suggested after proper investigation and planning have been completed. I intend to thoroughly respond to these five inquiries following my research on the subject:
- Does the setting affect how well students collaborate?
- Would this apply to students of all majors and backgrounds?
- How much would the price of this design be?
- How does this layout assist students?
- How would this layout be advantageous to academics and students?
Research Methods
The research methods used in the paper will include both quantitative and qualitative, as well as theoretical ones.
Task 1: Acquiring a basic understanding of student interactions and physical locations
To determine which place is the point of gathering students at the moment, sociological observation will be used. With its help, sociological data will be collected by directly studying the phenomenon of student cooperation in its normal, natural conditions (Peker & Ataöv 321). It will be uncontrolled and field-based, as it is necessary to assess the current situation without making changes to it.
Task 2: Determining how the designs for student interaction already in place at South Dakota State University work
To find out how the design of student collaboration is currently arranged, an interview will be conducted with the heads of the educational institution. Interviews as a method of collecting information, along with questionnaires chosen as a research method for Task 3, are becoming popular with the development of empirical sociological research. However, unlike the questionnaire, the interview is conducted in the presence of an interviewer prepared for the dialogue (Duncanson & Curry 57). Since the number of managers at South Dakota State University is less than the number of students, it is possible to have an individual conversation with each of them.
The interview will be based on a conversation where the roles of the interlocutors are normalized, and the goal is to get answers to the questions posed by the sociological research in connection with the designs for student interaction. Thus, research communication will be aimed at the emergence of interpersonal motivation (Rodriguez & Potvin 4). The motivation for the leaders of South Dakota State University will be to summarize their achievements in the field of student improvement and identify problems that need to be solved. The motivation of the interviewer will be to obtain the results of the study.
The success of the research depends on the manner of building a conversation, the mutual understanding of the interlocutors, and the quality of the information received. Therefore, the interview method, unlike the questionnaire used in Task 3, imposes specific requirements on the researcher in conducting, processing results, and analyzing. This is because the information obtained during the conversation can be formed and clarified as part of the interview (Costello et al. 314). The advantage of this method is that it combines survey and observation methods, which will allow a more accurate assessment of the current state at South Dakota State University.
Task 3: Assessing how students interact without a facility in place.
A research method such as a questionnaire will be used to assess how students cope with group work in conditions where there are no places for fees. In this case, the questionnaire will be most effective since it is required to identify a collective opinion on any issues and the needs of a significant number of students (Farrel et al. 91). Applying this method, it should be remembered that the results of the survey, even obtained on large samples, reflect the opinions, attitudes, stereotypes of thinking and perception of respondents, the characteristics of this social group, and therefore they may differ significantly from established scientific facts. In this regard, the data obtained from students will need to be compared with the data obtained in Task 1 and Task 2 during observation and interviews with teachers.
The questionnaire will consist of three semantic parts, the first of which will be introductory. It will contain the purpose and motivation of the respondent, emphasize the importance of the respondent’s participation in it, guarantee the secrecy of the answers, and clearly state the instructions for completing the questionnaire. The second part will be the main one and will make up a list of questions to be answered regarding the habits of the student in the case of interacting with other students (Chardin & Novak 154). In the end, it will be necessary to fill out the social part, where the student will indicate what study level they are in and in what relationship they are with their classmates. This is necessary to understand how students’ communication changes depending on the way they communicate.
Task 4: Establishing criteria for an ideal design.
To create an ideal design, a research method such as synthesis and analysis will be used. Analysis and synthesis, in their unity, will provide complete and comprehensive knowledge of existing designs. The analysis will provide an understanding of its elements, and the synthesis, based on the results of the study, will combine these elements and provide an idea of the ideal design as a whole (DeLong 80).
The methodology of the system research approach to the construction of design research makes it possible to put a specific goal of activity and a set of system tasks at the forefront. The synthesis will allow for the connecting elements of various proposed, existing designs, dissected in the process of analysis, to establish links between elements and to know the objects of research as a whole. When studying any particular design, analysis and synthesis will be used simultaneously since they are interrelated (Atkins para. 12).
The analysis will consist of the fact that the proposed designs will be mentally or practically divided into component elements (parts of the design or its features, properties, relationships. In contrast, each of the parts will be studied separately. The most common feature of this task is the desire for theoretical synthesis. It makes it possible to combine designs or knowledge about them, that is, to systematize them. A systematic approach will allow a deeper synthesis of knowledge about the subject of this study.
Task 5: Assessing how the design will accomplish its directive of collaboration
Focus group discussions are needed to assess how much the design will accomplish its directive of collaboration. These will be meetings of students with the management to understand how harmoniously the proposed design will fit into the environment of South Dakota State University. It will be an equal discussion between teachers and students of cases and problems of a very different nature arising in connection with the potential design of student interaction (Student Centric Education para. 10).
During the discussion, a new, more satisfying answer to the supporting element of the proposed design will be formulated. The result may be a common agreement, a better understanding, a new look at the problem, or a joint solution. Students perceive the decision made as a result of the discussion as their own and carry it out much faster, more consciously, and more effectively.
Discussion is the main form of discussing issues at meetings or gatherings of the collective (Bross & Craig 794). Therefore, it is this form of research that will allow the most versatile evaluation of the proposed design. The discussion in the focus group will have three main stages and will begin with the introductory part. In this case, the researcher should encourage the discussion participants to talk. For this, they will indicate in the introductory speech the problem of the lack of places for student interaction at South Dakota State University.
Further, during the discussion process itself, a public discussion will be offered to discuss the design formed during the research (Swenson et al. 957). The discussion in the focus group will be completed by summing up the results during the third stage. The moderator will allow each of the participants to say the final word to approve the final version of the design.
Task 6: Analyzing the project data and preparing a formal recommendation report
For the presentation of the report, the research method of classification will be used to organize the data obtained. This is a fundamental method of cognition of reality, dividing the opinions obtained as a result of the study into certain classes by identifying essential features based on the identification of their homogeneity of homogeneity and heterogeneity of heterogeneity. Such a selection will allow us to study the student interaction design under study more deeply and delve into its essence by determining the composition, properties, internal and external links, and their further design in the report format (Bell et al. 435). During the classification, meaningful design classification features will be highlighted, as well as auxiliary features, such as classification by color or design forms.
In this study, two types of classification will be distinguished. The first will be the division of the general, that is, the division of the studied design according to a specific selected feature into subclasses. In addition, the division of the whole will be used; from the whole of the design under study, the parts will be allocated according to the classification feature, which should reflect the integrity of the design under study (Forbes 1397). As part of the classification, its varieties, such as decomposition and stratification, will be used. They involve both the division of a single design into meaningful interrelated components, as well as the external and internal design environment.
Results
Using all of the above research methods, elements of the most promising design for student interaction were identified, taking into account the environment of South Dakota State University.
Task 1
The modern layout and design of the physical location space for student interaction should focus on both presentability and comfort. If the room is designed correctly, it will delight with its aesthetics and contribute to the productive activities of university students. Proper workplace organization will help to increase labor productivity and create favorable conditions (Henderson-Kalb et al. 357). Recommendations regarding the layout and zoning of offices have been developed for a long time and are widely used at modern universities.
Students spend a significant part of their active life on campus. To create optimal working conditions for them, one needs to think through all the crucial details at the stage of room planning. It is necessary to choose the appropriate color of the walls, the height of the partitions between the workplaces, and determine the type of lighting and the placement of accents.
A comfortable physical location is a workspace in which every student is pleased to be (Beckman et al. 257). It is made in the corporate style of the organization, furnished with comfortable and functional pieces of furniture, and has an intuitive layout and ergonomics. The educational space should be planned in such a way as to make the learning process as effective as possible. This means that the room should not just look good and pleasant but also emphasize the overall style of South Dakota State University, its individuality, and work for the image of the educational institution (Forbes 1395).
A comfortable physical location is an ideal place where both students and teachers will be happy to come. It is important that its setting creates an atmosphere of harmony. Then, everyone will want to do their job efficiently and creatively. The creation of such a place is the immediate task of the head of the university.
Task 2
According to a survey conducted among students, the most popular places for student interaction at South Dakota State University are the cafeteria, library, and courtyard. The productivity of student interactions depends on several factors, one of which is the environment: the general atmosphere and the design of the workplace installed in these places (Neal et al. 313). The design chosen by South Dakota State University improves the culture of the institution and increases the productivity of students while maintaining their comfort.
The preservation of environmentally friendly and natural is one of the most popular trends in interior design, which an educational institution follows. For example, wooden furniture and comfortable armchairs or sofas can be widely used to create a comfortable study space (Neal et al. 313). In addition, plants are actively included in the interior of South Dakota State University. As a result, the atmosphere feels light and promotes productivity, creating a happier environment for learning interaction.
The management system of role models is reflected, adding individuality to the educational room. The most impressive is the decorative plaster bas-relief of historical figures, celebrities, politicians, and businessmen who motivate students during the educational process (Ishihara et al. 114). However, the inconvenience for students is created by too high a noise level, as in the cafeteria, cold in winter and heat in summer in the courtyard, and the inability to fully communicate due to the silence mode in the library.
Task 3
Without a special facility for student interaction, they are exposed to a large number of distractions. For example, there is music playing in the cafeteria and library; light classical music in the library helps some students to concentrate, but loud, cheerful music in the cafeteria prevents them from working productively there (Ishihara et al. 111).
Since students have nowhere to negotiate, they do it in the same place where other students have lunch or chat during breaks. Those who are immersed in the process are hindered by unnecessary sounds and smells — the level of dissatisfaction among students is growing, and concentration is falling. In addition, the many distracting elements, such as the bright decoration of the dining room and the many details of the library, make it more difficult for students to focus on the subject of discussion and understand each other.
The overall productivity and mood of students during interaction are influenced by lighting. Instead of the general light in the library, spotlights on tables are selected, and dark shades or wide panels are not additionally illuminated. Therefore, students’ eyes perceive the space as narrower and feel less comfortable during discussions. With a power of 4000–4500K, the brain works most productively, and at lower rates, it begins to relax and be distracted by details (Atkins para. 11). However, the cafeteria does not use higher-value cold shades that should be used for work areas, but uses warm ones that are more suitable for recreation areas and promote relaxation rather than concentration.
Task 4
A small space for student interaction should be used as efficiently as possible. One of the walls will be completely cork; one can attach notes to it. There will be a whiteboard for writing on the other wall. One can create a space separated by radius glass partitions, where balls are used instead of classic chairs and armchairs. This option is not suitable for many hours of meetings, but it will be ideal for informal short negotiations and discussion of projects with other students (Student Centric Education para. 9). Sitting on the ball, a person does not relax because he is forced to keep a balance, thanks to which he is included in the process and concentrates on generating ideas.
The ideal design can be described in four words: mobility, adaptability, flexibility, and acoustic comfort. Such spaces are created using transformable and stackable furniture, lighting scenarios, modern technological solutions, roller blinds that automatically slide out and slide in, partitions for zoning, and other elements (Ishihara et al. 117).
In the lounge area, which is ideal for student interaction, the furniture can be modular, and mobile partitions will be used. If necessary, everything can be arranged differently, for example, to hold a meeting. Acoustic furniture and partitions will help to ensure that the conversations of some do not interfere with the rest of the others — they extinguish the sound and provide privacy. To do this, one can use sofas with high backs and sides and hang acoustic panels above them for additional sound insulation.
Task 5
The interior decoration of the room has a significant impact on those who have been in it for a long time. Numerous medical studies have proved that the color scheme and shape of surrounding objects have a noticeable effect on a person’s performance and style of thinking (Neal et al. 315). This cannot be achieved without a favorable psychological environment, which is achieved, first of all, by a well-chosen design of the premises for student interaction.
The beginning of the research on this type of communication was laid out by the American scientist Edward Hall. These studies have led to the formation of a new field in the study of communication psychology – proxemics, that is, spatial psychology, which deals, in particular, with the relationship between the flow of the communication process and the location of interlocutors relative to each other in space (Bell et al. 436). The optimal distance between the interlocutors depends on their traits and situational parameters. When creating the design for student interaction, these parameters were taken into account to ensure the greatest comfort for each of the interaction’s participants.
This topic is relevant because the situation affects the general well-being and performance of students, since it is at work that a modern person spends most of their time. A well-chosen interior will not only improve well-being but also increase the efficiency of students at South Dakota State University, which, ultimately, will significantly increase labor productivity. The importance of the correct organization of the workplace is explained by the fact that a person spends a third of their conscious life in it (Duncanson & Curry 51). Therefore, it is worth thinking about the layout, design, furniture, and equipment of the workplace because all this affects labor productivity, mood, and health of students involved in the interaction process.
Task 6
Students and professors agree that student interaction creates a decision-making environment. If the interior of the room does not inspire confidence, then the probability of coming to a common solution is significantly reduced. This is especially true for those students with whom it has not yet been possible to achieve a trusting relationship and gain a reputation as a reliable partner in performing educational tasks (Swenson et al. 958). The stylish design of the student interaction room sets students up for fruitful and long-term cooperation.
It was important for students and teachers to note that the design of the student interaction room should correspond to the general design concept of the remaining rooms at South Dakota State University. Compliance with corporate style and the choice of the same color scheme is welcome. To maintain a productive mood for a long time and, at the same time, get rid of fatigue in many hours of interaction, give preference to ergonomic furniture (Costello et al. 323). It was decided to avoid annoying colors and unnecessary elements in the decoration.
When working on the interior, it was important to carefully consider the technical equipment. Students requested a large number of sockets with a convenient location, and teachers offered to allocate a place to install a projector and a screen for presentations. If necessary, one can install an interactive whiteboard and other equipment that will make it possible to make a presentation more clearly (Hsu & Liu 313). Another point that is often forgotten at the planning stage of the premises is the creation of an optimal microclimate for work. Both students and professors supported the installation of a heating system, air conditioning, and humidifiers in the student interaction space.
Conclusion
An oppressive or uncomfortable atmosphere at student interaction does not contribute to increased productivity or the growth of other indicators. Therefore, students’ positive attitude can often be stimulated with the help of a multifunctional design containing comfortable furniture, an acceptable level of silence, a comfortable temperature, and pleasant lighting. Surveys of students show that they attach quite a lot of importance to how high-quality and comfortable the furniture in their interaction space is equipped. If the interaction of students takes place at a lopsided table, sitting on a hard stool, then one should not expect special motivation and initiative from them.
The students also listed odors as irritating factors that interfere with concentration, so the interaction space must be organized far from the cafeteria. Modern technologies can help increase interaction productivity. Therefore, in the interaction space, it is necessary to use devices that help manage time and tasks. For example, a whiteboard or a corkboard can act as a tool for maintaining a list of tasks to which one can attach lists of topics for discussions. The study environment is of great importance for increasing productivity at work. Therefore, it is necessary to create a comfortable and pleasant atmosphere in the space for student interaction at South Dakota State University, paying attention to the correct lighting and noise level.
Recommendation
The modern interaction room at South Dakota State University should be a cross between a home office and a classic office space, where all conditions for productive work and informal communication are met. At the same time, each student should have a separate workplace with the necessary furniture, office equipment, Internet access, and uniform lighting. Still, there should be no requirements regarding the work schedule and dress code.
Students can participate in the discussion while being in any comfortable position — lying, sitting, or standing- and for this purpose, high racks and tables, soft ottomans, sofas, and other furniture should be provided. However, the food and recreation areas should be located away from the interaction rooms to exclude access to such disturbing factors as noise or the smell of food.
The workspace design should be concise but not primitive and also have the necessary set for work. Maximum attention should be paid to the selection of furniture, finishing materials, and accessories. Mandatory pieces of furniture in the interaction room design are tables and chairs, cabinets, and upholstered sofas.The presence of soft ottomans or sofas, as well as tables with height adjustment for changing positions, will allow students to avoid back strain and fatigue. Lighting and temperature controllers – heaters and air conditioners – will create a comfortable environment, eliminating the distraction of outside factors.
Glossary
A comfortable temperature is a microclimate that allows one not to get distracted by external factors but to concentrate on the current lesson and communicate (Peker & Ataöv 323).
Concentration is focusing on thought processes on a specific task (Holmén et al. 143).
Distractions are the processes of distracting the attention of an individual or group of students from the desired area of concentration (Chardin & Novak 128).
Interaction is a process of direct or indirect influence of objects or subjects on each other, which generates mutual conditionality and interrelation between students (Bell et al. 432).
Noise pollution is an irritating noise of an anthropogenic nature that exceeds the natural level of the natural background noise (DeLong 150).
Permissible noise level is a level that does not cause significant concern to a person and significant changes in the indicators of the functional state of noise-sensitive systems and analyzers (Kneer et al. 62).
Productivity is the performance of work with minimal time, effort, and resources (Bross & Craig 797).
Proxemics is a field of psychology, the subject of which is the peculiarities of the organization of a person’s personal space during communication with other people (Farrel et al. 88).
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