東華大學圖書館 |

The Application of Sensory Design Elements to Academic Library's Learning Spaces.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Application of Sensory Design Elements to Academic Library's Learning Spaces./
Author:	Wang, Mei .
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	134 p.
Notes:	Source: Masters Abstracts International, Volume: 81-09.
Contained By:	Masters Abstracts International81-09.
Subject:	Design. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27670937
ISBN:	9781392490211

The Application of Sensory Design Elements to Academic Library's Learning Spaces.
Wang, Mei .

The Application of Sensory Design Elements to Academic Library's Learning Spaces. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 134 p.

Source: Masters Abstracts International, Volume: 81-09.

Thesis (M.F.A.)--University of Central Oklahoma, 2019.

This item must not be sold to any third party vendors.

Learning spaces in the academic library provide students with the opportunity to undertake individual or group learning activities, socialize with other students, and use library sources; therefore, these spaces must meet students' needs and expectations for improved learning outcomes and better quality of academic life. Students require different types of learning spaces depending on their individual or group work; for instance, spaces for private/alone, public/alone, private/together, and public/together, learning commons, and reading areas (Andrews & Wright, 2015)."Sensory impressions obtained through hearing, seeing, touching, tasting, and smelling contribute to the way in which people experience their surrounding environment" (Sonneveld, Ludden, & Schifferstein, 2008, p.1). The sense of sight makes people recognize and understand the "visual" information from the space, such as color, light, pattern, visual texture, and shape elements (Ching & Binggeli, 2012), while the sense of touch helps people to perceive and feel their environments by touching the object and keeping the actual connection with tactile texture and haptic technology (Magagula, 2018). These visual and tactile sensory design features create a harmonious, aesthetic, and impressive ambience and have a positive effect on user behavior, experience, mood, and emotion (Sufar, Talib & Hambali, 2012). It is expected that students tend to be more engaged in the library with attractive and functional learning spaces designed by the sensory design approach. To suggest design alternatives of library learning spaces at Chambers Library of University of Central Oklahoma, the aim of this research was to explore how well existing learning spaces met students' needs in terms of satisfaction and expectation with physical environments and sensory design attributes, especially visual and tactile features. The researcher observed existing learning spaces (i.e. furniture, lighting, finish materials, layout, arrangement, circulation, technology usage) and identified current issues that should be modified or upgraded based on the researcher's experience and other case studies. A survey questionnaire composed of close- and open-ended questions was used to collect data from UCO students (n = 146) who have used learning spaces for their individual and group study work, and their use of library sources. A 7-point Likert scale was used to determine students' satisfaction, agreement, and expectation levels. Research findings indicated that students frequently used private/alone learning spaces for their individual study work, and public/together spaces for collaboration and communication activities. Students were satisfied with the overall learning spaces (i.e. furniture arrangement, space layout, location) and thought those physical environments met their expectations of the academic library learning spaces. However, many respondents were not satisfied with sound and visual privacy issues, furniture size and type, aesthetics, and technologies of learning spaces. They mentioned that library furniture was uncomfortable due to poor ergonomics. Some students responded that ceiling lighting fixtures were not bright enough for their study, and motion sensor lights were actually inconvenient. They expected to access natural light and have more task light options. The aesthetics of learning spaces were major concerns; for instance, color, pattern, and texture were bland. To enhance the aesthetics of physical environments, students suggested adding green plants, art installation, and decorations. These findings showed that many students were not satisfied with visual and tactile design features of learning spaces. The researcher utilized research findings to solve existing problems and support design solutions by applying visual and tactile stimuli to meet students' needs and expectations. The researcher used visual diagrams, charts, and pictures for explaining research findings as well as hand-drawn sketches, and computer-generated perspective renderings for presenting design solutions and outputs. For instance, the researcher suggested creating more enthusiasm in the learning spaces by changing the color collocation; for furniture selections, chairs can adjust their height to fit tables, and could be flexibly moved to meet multiple work needs. At the same time, the researcher selected soft textures and bright color for finish materials of the furniture while imparting fresh tones, textures, and temperatures to be incorporated with the entire design. In the open-ended questions, the students mentioned lighting was not bright enough in the learning spaces, and the findings indicated that 16.5% of respondents were not happy with task lighting, so the researcher suggested applying various luminaries in the learning spaces such as the manufacturer that professionally provides positive lighting as options of ambient lighting. The dash mini LED task lights were applied to the individual study areas since it is easy to adjust the light brightness for users' needs. The findings, in addition, indicated that 21.2% of respondents were not satisfied with technology; therefore, the researcher suggested technology be applied in the learning spaces, such as interactive illuminated flooring, induction wall, movable TV, and so on. These technologies provide not only convenient learning but also modernize the spaces.Through visual and tactile design theory, these design alternatives presented some insights and ideas for the future academic libraries. As the learning spaces of the academic library are about serious study and learning, what might be discovered is unique learning spaces from the perspective of vision and touch.

ISBN: 9781392490211Subjects--Topical Terms:

518875
Design.
Subjects--Index Terms:

Academic libraries

The Application of Sensory Design Elements to Academic Library's Learning Spaces.
LDR:06894nmm a2200349 4500 001 2282617
005 20211018063500.5
008 220723s2019 ||||||||||||||||| ||eng d
020 $a 9781392490211
035 $a (MiAaPQ)AAI27670937
035 $a AAI27670937
040 $a MiAaPQ $c MiAaPQ
100 1 $a Wang, Mei . $3 3561420
245 1 4 $a The Application of Sensory Design Elements to Academic Library's Learning Spaces.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 134 p.
500 $a Source: Masters Abstracts International, Volume: 81-09.
500 $a Advisor: Choi, SeonMi.
502 $a Thesis (M.F.A.)--University of Central Oklahoma, 2019.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Learning spaces in the academic library provide students with the opportunity to undertake individual or group learning activities, socialize with other students, and use library sources; therefore, these spaces must meet students' needs and expectations for improved learning outcomes and better quality of academic life. Students require different types of learning spaces depending on their individual or group work; for instance, spaces for private/alone, public/alone, private/together, and public/together, learning commons, and reading areas (Andrews & Wright, 2015)."Sensory impressions obtained through hearing, seeing, touching, tasting, and smelling contribute to the way in which people experience their surrounding environment" (Sonneveld, Ludden, & Schifferstein, 2008, p.1). The sense of sight makes people recognize and understand the "visual" information from the space, such as color, light, pattern, visual texture, and shape elements (Ching & Binggeli, 2012), while the sense of touch helps people to perceive and feel their environments by touching the object and keeping the actual connection with tactile texture and haptic technology (Magagula, 2018). These visual and tactile sensory design features create a harmonious, aesthetic, and impressive ambience and have a positive effect on user behavior, experience, mood, and emotion (Sufar, Talib & Hambali, 2012). It is expected that students tend to be more engaged in the library with attractive and functional learning spaces designed by the sensory design approach. To suggest design alternatives of library learning spaces at Chambers Library of University of Central Oklahoma, the aim of this research was to explore how well existing learning spaces met students' needs in terms of satisfaction and expectation with physical environments and sensory design attributes, especially visual and tactile features. The researcher observed existing learning spaces (i.e. furniture, lighting, finish materials, layout, arrangement, circulation, technology usage) and identified current issues that should be modified or upgraded based on the researcher's experience and other case studies. A survey questionnaire composed of close- and open-ended questions was used to collect data from UCO students (n = 146) who have used learning spaces for their individual and group study work, and their use of library sources. A 7-point Likert scale was used to determine students' satisfaction, agreement, and expectation levels. Research findings indicated that students frequently used private/alone learning spaces for their individual study work, and public/together spaces for collaboration and communication activities. Students were satisfied with the overall learning spaces (i.e. furniture arrangement, space layout, location) and thought those physical environments met their expectations of the academic library learning spaces. However, many respondents were not satisfied with sound and visual privacy issues, furniture size and type, aesthetics, and technologies of learning spaces. They mentioned that library furniture was uncomfortable due to poor ergonomics. Some students responded that ceiling lighting fixtures were not bright enough for their study, and motion sensor lights were actually inconvenient. They expected to access natural light and have more task light options. The aesthetics of learning spaces were major concerns; for instance, color, pattern, and texture were bland. To enhance the aesthetics of physical environments, students suggested adding green plants, art installation, and decorations. These findings showed that many students were not satisfied with visual and tactile design features of learning spaces. The researcher utilized research findings to solve existing problems and support design solutions by applying visual and tactile stimuli to meet students' needs and expectations. The researcher used visual diagrams, charts, and pictures for explaining research findings as well as hand-drawn sketches, and computer-generated perspective renderings for presenting design solutions and outputs. For instance, the researcher suggested creating more enthusiasm in the learning spaces by changing the color collocation; for furniture selections, chairs can adjust their height to fit tables, and could be flexibly moved to meet multiple work needs. At the same time, the researcher selected soft textures and bright color for finish materials of the furniture while imparting fresh tones, textures, and temperatures to be incorporated with the entire design. In the open-ended questions, the students mentioned lighting was not bright enough in the learning spaces, and the findings indicated that 16.5% of respondents were not happy with task lighting, so the researcher suggested applying various luminaries in the learning spaces such as the manufacturer that professionally provides positive lighting as options of ambient lighting. The dash mini LED task lights were applied to the individual study areas since it is easy to adjust the light brightness for users' needs. The findings, in addition, indicated that 21.2% of respondents were not satisfied with technology; therefore, the researcher suggested technology be applied in the learning spaces, such as interactive illuminated flooring, induction wall, movable TV, and so on. These technologies provide not only convenient learning but also modernize the spaces.Through visual and tactile design theory, these design alternatives presented some insights and ideas for the future academic libraries. As the learning spaces of the academic library are about serious study and learning, what might be discovered is unique learning spaces from the perspective of vision and touch.
590 $a School code: 0503.
650 4 $a Design. $3 518875
650 4 $a Library science. $3 539284
653 $a Academic libraries
653 $a Learning spaces
653 $a Interior design
690 $a 0389
690 $a 0399
710 2 $a University of Central Oklahoma. $b Design. $3 1026665
773 0 $t Masters Abstracts International $g 81-09.
790 $a 0503
791 $a M.F.A.
792 $a 2019
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27670937