Assessment of Student'S Interactive Spaces in College Campus

ASSESSMENT OF STUDENT’S INTERACTIVE SPACES IN COLLEGE CAMPUS 2015
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:
LITERATURE STUDIES
INTERVIEWS
CASE STUDIES
SELF OBSERVATION
CLASSIFICATION, ANALYSIS and

INTERPRETATION OF DATA
INFERENCES DRAWN
CONCLUSION & RECOMMENDATION
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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
1the use of informal learning space by students in uitm shah alam campus Author: MUHAMMAD HILMY BIN
MUSLIM
3
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
4
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
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Reinforcing 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.
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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.
5% NEVER WENT
14%
A FEW TIMES A MONTH
40%
SEVERAL TIMES A
15% MONTH
MORE THAN 12 TIMES
A MONTH
DAILY
26%
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
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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.
Year in college vs usage

100 NEVER WENT OR WENT LESS
90 THAN A FEW TIMES(1-6)AND
80 NEVER WENT BACK
70 A FEW TIMES A MONTH (1-6)
60
50
40 SEVERAL TIMES A MONTHS
30 (7-12)
20
10 MORE THAN 12 TIMES A
0 MONTH
DAILY
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.
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NEVER WENT NEVER

Male Female WENT
A FEW TIMES 3% A FEW TIMES

8% 12% A MONTH
A MONTH
SEVERAL SEVERAL
17% 35% TIMES A 44% TIMES A
MONTH
14% MONTH
15% MORE THAN 12 MORE THAN
25% TIMES A 27% 12 TIMES A
MONTH MONTH
DAILY 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.
On-Campus NEVER WENT NEVER WENT

Off-Campus
Percentage Percentage
10% 3%
A FEW TIMES A A FEW TIMES A
7% MONTH MONTH
SEVERAL TIMES A SEVERAL TIMES A

21% 28% MONTH 14% 48% MONTH
MORE THAN 12 MORE THAN 12

16% 25% TIMES A MONTH
29% TIMES A MONTH
DAILY
DAILY
CHART 4:-Usage of the Campus Recreation Center by Gender(MALE)
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Year in college vs usage

60%
48%
50%
40%
28% 29%
30% 25%
21%
16%14% PERCENTAGE (ON)
20%
10% PERCENTAGE (OFF)
10% 7%
3%
0%
NEVER A FEW SEVERAL MORE DAILY
WENT OR TIMES A TIMES A THAN 12
WENT LESS MONTH MONTH TIMES A
MONTH
CHART 5:-Figure 6 On/Off-Campus vs. Usage by Percentage
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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
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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.
IMAGE 3:-Food
4:-Food service area
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
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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.
25
IMAGE 8:-Delhi technological university
7 Source: Google Earth Satellite Image, 2015.
26
4.2.3 Campus recreational spaces
IMAGE 9:-Campus recreational spaces
27

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
28
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
29
team spirit and group work. Moreover provision of open air theater for the
performances also serve as interactive space for the students.
IMAGE 13:-RUNNING TRACK IMAGE 12:-CRICKET GROUND
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.
30
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.
31
89
IMAGE 15:-JAWAHARLAL
NEHRU UNIVERSITY(JNU)
4.3.3 Campus recreational spaces
10
IMAGE 16:-Campus recreational spaces
8
Google satellite image
10
self edited
32

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.
IMAGE 17:Dhaba sitting IMAGE 18:-Dhaba
4.3.4.3 FOYER
space is the foyer The foyer breaks the uniformity of the design of the
33
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.
IMAGE 19:-SITTING IMAGE 20:-Sitting
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.
34
IMAGE 21:-Amphitheater
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.
35
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
FOOD AND FOOD AND FOOD AND
5 BEVERAGES BEVERAGES 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.
36
1. Gender Of Respondent
70 66
55 58
60
50 45 42
40 34
MALES MALE
60, 30
60% FEMALES 20 FEMALE
10
0
AMITY JNU DTU
CHART 6:-Overall Gender Of

CHART 7:-Overall Gender Of respondents
Respondents
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
60
48 18-22 YEAR OLD
50 45
42
40 35 23-27 YEAR OLD
32
30 22
18 18 28-31 YEAR OLD
20 15
12
8
10 5
32 YEAR OLD AND
0 ABOVE
AMITY JNU DTU
CHART 7:-Overall Age Group Of Respondents
From the chart.8 we conclude that most of the respondents are between
23-27 year old.
37
3. Type Of Accommodation
80 75
62
60 COLLEGE
42 38 COLLEGE
40 28
28 25
20 NON- 72 NON-
RESIDENT RESIDENT
0
AMITYJNU DTU
CHART 9:-Overall Type Of Accommodation CHART 10:-Overall 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.
80 68
65
55 LESS THAN 0.5
60 KM
36
40 27 BETWEEN 0.5-
25
1.0 KM
20 8 9 10
MORE THAN 1.0
0 KM
AMITY JNU DTU
CHART 11:-Distance From Accommodation To Faculty Of

Respondents By Faculty
LESS THEN 0.5

28 KM
BTW 0.5-1.0 KM
4
68
MORE THAN 1.0
KM
CHART 12:-Overall type of accommodation
38
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.
70
63 HALLWAY AND
59 PATHWAY
60 56
PLAZA
50
COURTYARD
40
FOOD AND BEVERAGES
30
19 FOYER
20 15 15
12
10 LANDSCAPE
10 778 68
45 4 3
5 4
3
AMPHITHEATER
0
AMITY JNU DTU
CHART 13:-Level Of Use By Informal Learning Space
From the above chart.13 we conclude that most preferable place for the
students to interact and recreate is food and beverages area.
39
4.9.2 Duration Of Use While At Interactive space
60 55
52
50 48
45 45
41 42
40 38
35 34 8:00AM-12:00 NOON
32
30
30 12:00NOON-2:00PM
2:00PM-5:00PM
20
5:00PM-7:00PM
10
0
AMITY JNU DTU
CHART 14:-Duration Of Used While At Informal Learning Space
60
50
40
30
20 AMITY
10 JNU
0 DTU
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.
40
4.9.3 Factor Of Use Interactive space In The Faculty

1. Easy To Meet With Friend
50 45
40 40
40
28 30 VERY IMPORTANT
30 25 27
IMPORTANT
18 16
20
LESS IMPORTANT
10 4 4 NOT IMPORTANT
3
0
AMITY JNU DTU
CHART16:-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
50 45 47
42
40 35 37 36
VERY IMPORTANT
30
IMPORTANT
18 16
20 15 LESS IMPORTANT
10 5 NOT IMPORTANT
3 4
0
AMITY JNU DTU
CHART17:-Comfortable And Easy To Interact
Comparative analysis shows that students wishes the interactive spaces to

be comfortable and easy to interact.
41
3. Easy To Gather And Discuss
60 55 55
50
50
40 VERY IMPORTANT
30
30 25 IMPORTANT
22
17 18 LESS IMPORTANT
20 15
NOT IMPORTANT
10 5 3 3
0
AMITY JNU DTU
CHART18:-Easy To Gathering 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
60
47 48
50 45
42
38
40 35 VERY IMPORTANT
30 IMPORTANT
18 20
20 LESS IMPORTANT
8 NOT IMPORTANT
10 3 5
2
0
AMITY JNU DTU
CHART19:-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.
42
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.
30
70 COMFORTABLE
UNCOMFORTABLE
CHART 20:-Comfort Level of Informal Learning Space
1. Factor Of Comfort
100
EXTREMELY
55 60 55 COMFORTABLE
50 30
20 25 18 22 15 VERY
COMFORTABLE
0
AMITY JNU DTU COMFORTABLE
CHART 21:-Factor Of Comfortable
2. Shade And Convenient Environment
100 EXTREMELY
50 32
22 18 22 18 VERY
12
COMFORTABLE
0
AMITY JNU DTU COMFORTABLE
CHART 9:-Shade And Convenient Environment
43
3. Interesting Landscapes
80
62 58 58 EXTREMELY
60 COMFORTABLE
36
40 30 VERY
20 12
COMFORTABLE
0
AMITY JNU DTU
CHART22:-Interesting Landscapes
4.9.5 Uncomfortable Level of Interactive space
1. Existing Of Table And Seating Area
100
77 EXTREMELY
80 70 70
DISCOMFORT
60
VERY DISCOMFORT
40 25 26
15
20 5 8 4 DISCOMFORT
0
AMITY JNU DTU
CHART23:-Existing Of Table And Seating Area
2. Hot And Inconvenient Environment
100
80
80 73 70 EXTREMELY
DISCOMFORT
60
VERY DISCOMFORT
40 22 22
14
20 5 6 4 DISCOMFORT
0
AMITY JNU DTU
CHART 24:-Hot And Inconvenient Environment
44
3. Not Interesting Landscapes
100 86
78 76 EXTREMELY
80
DISCOMFORT
60
VERY DISCOMFORT
40
18 21
20 12
2 4 3 DISCOMFORT
0
AMITY JNU DTU
CHART25:-Not Interesting Landscapes
4.9.6 Physical Quality Of Interactive spaces
1. Space design
60 55 53
48
Poorest Quality
40 32 34 31 Poor Quality
Moderate Quality
20 9 11
7 4 5 Good Quality
2 3 1
0 Best Quality
AMITY JNU DTU
CHART26:-Space design
2. Lighting
80
58 55 Poorest Quality
60 53
Poor Quality
40 31
24 Moderate Quality
1818 15 16
20 68 Good Quality
24 35
0 Best Quality
AMITY JNU DTU
CHART27:-Lighting
45
3. Furniture
60 55 54
48
Poorest Quality
40 Poor Quality
22 2018
1615 15 Moderate Quality
20 10
4 36 68 Good Quality
0 Best Quality
AMITY JNU DTU
CHART28:-Furniture
4. Infrastructure
60 55 54
48
Poorest Quality
40 Poor Quality
22 2018
1615 15 Moderate Quality
20 10
4 36 68 Good Quality
0 Best Quality
AMITY JNU DTU
CHART29:-Infrastructure
5. Landscaping
40 34
32
28 29 28 28 Poorest Quality
30 24 24 22
Poor Quality
18
20
10 Moderate Quality
8
10 3 4 4 Good Quality
0 Best Quality
AMITY JNU DTU
CHART 30:-Landscaping
46
4.9.7 Level Of Activity In Interactive space
1. Sitting with classmates in interactive spaces to relax and enjoy
40 36
3334 31
34
28 NEVER
30 23
20 22 SLIGHT FREQUENT
20 13
10 12 FREQUENT
10 MORE FREQUENT
0 0 0
0 MOST FREQUENT
AMITY JNU DTU
CHART31:- Sitting with classmates in interactive spaces to relax and

enjoy
2. Planning to recreate in interactive spaces at definite time
40 36
3334 31
34
28 NEVER
30 23
20 22 SLIGHT FREQUENT
20 13
10 12 FREQUENT
10 MORE FREQUENT
0 0 0
0 MOST FREQUENT
AMITY JNU DTU
IMAGE32:-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.
60 48 52
45 VERY POOR
40 POOR
20 18 20 18
20 15 12 MODERATE
10 10 8 6 8
1 GOOD
0
AMITY JNU DTU VERY GOOD
CHART 33:-Adaptability
47
2. Social
The social element includes spaces that support collaboration, interaction
and engagement among faculty communities to perform the interactions.
60 52 55
42 VERY POOR
40 POOR
23 20
15 18 MODERATE
20 14 12
10 10 8 10 8
6 GOOD
0 VERY GOOD
AMITY JNU DTU
CHART 34:-Social
3. Healthful
Healthful element is spaces that promote the safety and physical well-
being of students and faculties.
60
45 48
42 VERY POOR
40 POOR
25 22
1412 12 MODERATE
20 1012 12
8 8 11 6 GOOD
0 VERY GOOD
AMITY JNU DTU
CHART35:-Healthful
4. Healthful
Healthful element is spaces that promote the safety and physical well-
being of students and faculties.
60 52
48 46 VERY POOR
40 POOR
22 22
14 MODERATE
20 1210 10 8 12
8 8 6 7 GOOD
0 VERY GOOD
AMITY JNU DTU
CHART36:-Healthful
48
5. Sustainability
Sustainability element is the spaces those are environmentally
responsible.
60 52 54
48
VERY POOR
40 POOR
27
18 MODERATE
20 1012 12 9 12
8 8 10 6 7 GOOD
0 VERY GOOD
AMITY JNU DTU
CHART37:-Sustainability
6. Resourceful
Resourceful element of performance in interactive space that support
long term efficiency and support use of assets.
60 54 52
48
VERY POOR
40 POOR
27
18 MODERATE
20 9 12 12 1012
6 8 10 6 8
GOOD
0 VERY GOOD
AMITY JNU DTU
CHART38:-Resourceful
7. Stimulating
Stimulating element of performance for interactive space is a space that
attracts people to use it and spark thinking overtime.
60 52
46 48
VERY POOR
40 29 POOR
18 MODERATE
20 1210 12 10 14
6 8 8 8 8
GOOD
0 VERY GOOD
AMITY JNU DTU
CHART39:-Stimulating
49
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
28 LARGEST ROLE
30
22 LARGER ROLE
20 LARGE ROLE
14 13 14
MEDIUM ROLE
9 9
10 SMALL ROLE
SMALLER ROLE
0 SMALLEST ROLE
RESPONSE
CHART 10:-Administration response
Management
LARGEST ROLE
40 31
LARGER ROLE
30
20
15 15 LARGE ROLE
20 14
8 6 MEDIUM ROLE
10
SMALL ROLE
0
SMALLER ROLE
RESPONSE
CHART 11:-Management response
50
Maintenance
27 LARGEST ROLE
30 24
LARGER ROLE
18
20 15
LARGE ROLE
10 12
10 6 MEDIUM ROLE
SMALL ROLE
0
RESPONSE SMALLER ROLE
CHART 12:-Maintenance response
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
27 LARGEST ROLE
30
LARGER ROLE
25 20
20 16 16 LARGE ROLE
15 12
10 MEDIUM ROLE
8
10 SMALL ROLE
5
SMALLER ROLE
0
RESPONSE SMALLEST ROLE
CHART 13:-Planning and design response
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
51
3. Students
22 LARGEST ROLE
25
17 18 LARGER ROLE
20 15 16
14
15 12 LARGE ROLE
10 MEDIUM ROLE
5 SMALL ROLE
0
RESPONSE SMALLER ROLE
CHART 14:-Students response
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
20
20 17 18 18 17
administration
15 12 maintainance
management
10
planning and design
5
construction
0 student
RESPONSE
CHART 15:-Overall response
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.
52
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.
53
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.
54
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.
55
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:
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:
By Carson Hardy And Garrett Hellman.
56
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.
57
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
58

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ASSESSMENT OF STUDENT’S INTERACTIVE SPACES IN COLLEGE CAMPUS 2015

ASSESSMENT OF STUDENT’S INTERACTIVE SPACES

Student cannot be complete without the interaction to each other because

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

1.3. SCOPE & LIMITATIONS

1.4. CASE STUDIES:

CLASSIFICATION, ANALYSIS and

CONCLUSION & RECOMMENDATION

2.1 Informal spaces

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

2.2 Physical space and social interaction1

2.3 Interactive spaces

Interaction takes place everywhere in college campus in fact interaction

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

COLLEGE INTEREACTIVE SPACES AND RECREATION

3.1 INTERACTIVE SPACES IN COLLEGE CAMPUS

3.1.1 HOME BASE: PLACES ADJACENT TO SPECIFIC BUILDINGS

3.1.2 THE FRONT PORCH

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

3.1.3 THE FRONT YARD

3.1.4 THE BACK YARD

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

3.1.5 THE BACK DOOR

3.1.6 CAMPUS SPACES USED BY EVERYONE

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

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

3.1.6.1. MAJOR PLAZAS

3.1.6.2. FAVORITE OUTDOOR SPACES/GREENSPACES

3.1.6.3. OUTDOOR STUDY AREA/INFORMAL

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

3.1.6.4. OUTDOOR CLASSROOMS

prefer to use overlook sites as more conventional outdoor gathering

3.1.6.6. MAJOR BUS STOPS

3.1.6.7. CAMPUS ENTRANCES

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

3.1.6.8. List of Outdoor Co-curricular Activities

3.1.6.9. List of Indoor Co-curricular Activities

3.2 INTER RELATIONSHIP BETWEEN INTERACTIVE SPACES AND

The relationship of interactive spaces towards recreation is directly

3.3 TO UNDERSTAND HOW INTERACTIVE SPACES HELP TO

The physical environment of a college campus provides the context for

and sustained community. well-designed learning spaces have a

3.3.1 Co-curricular activities

3.3.2 Importance and benefits of co-curricular activities

5. Helps to develop the spirit of healthy competition.

3.4 TYPES OF RECREATIONAL ACTIVITIES GOING ON IN COLLEGE

3.5 RECREATIONAL USE IN CAMPUS

3.5.1 FREQUENCY OF CAMPUS RECREATIONAL FACILITY USAGE

CHART 1:-FREQUENCY OF CAMPUS RECREATIONAL SPACES

3.5.2 YEAR IN COLLEGE VS. USAGE

Year in college vs usage

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

3.5.3 GENDER VS. USAGE

With respect to Gymnasium usage among the two genders a universal

NEVER WENT NEVER

A FEW TIMES 3% A FEW TIMES

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

3.5.4 ON CAMPUS/OFF CAMPUS USAGE

On-Campus NEVER WENT NEVER WENT

SEVERAL TIMES A SEVERAL TIMES A

MORE THAN 12 MORE THAN 12

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

Year in college vs usage