ASSESSMENT OF INTERACTIVE SPACES IN COLLEGE CAMPUS

ASSESSMENT OF STUDENT’S INTERACTIVE SPACES IN COLLEGE CAMPUS 2015
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ASSESSMENT OF STUDENT’S INTERACTIVE SPACES
IN COLLEGE CAMPUS
1. INTRODUCTION
Student’s interactive spaces in institutions are very important in now a days
to gather and interact. This reality is pushing higher leaders to enhance
that connectivity to build a more interactive environment.
Student cannot be complete without the interaction to each other because
some students have some different knowledge, idea, view, perception on
particular topic/subjects.
Social interactions such as debate, discussion and group working have an
influential role on students’ interaction experiences.
Group conversations can turn into a beneficial interaction in which students
share knowledge or gain new information.
1.1. AIM:
This dissertation aims to analyze the existing situation of students’
interactive spaces in college campus and propose ways to upgrade them.
1.2. OBJECTIVES
1. To understand what will be the positive impact of interactive spaces in
college premises.
2. To understand how interactive spaces helps to develop the overall
personality of students.
3. To understand the factors which attracts these interactions.
4. To find how these spaces can be re-designed to provide much better
interactive spaces in college campus.

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1.3. SCOPE & LIMITATIONS
Scope of dissertation involves understanding various outdoor and indoor
interactive spots in an institution.
1.4. CASE STUDIES:
I. Amity University, Noida.
II. Jawaharlal Nehru University, Delhi.
III. Delhi Technological University, Delhi.
1.5. METHODOLOGY:
CONCLUSION & RECOMMENDATION
INFERENCES DRAWN
CLASSIFICATION, ANALYSIS and
INTERPRETATION OF DATA
CASE STUDIES
LITERATURE STUDIES
INTERVIEWS
SELF OBSERVATION

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CHAPTER 2
LITERATURE STUDIES
RESEARCH DOCUMENT
2.1 Informal spaces
Author: Gaurav raheja and Smita suryavanshi
Source: Inclusive Informal Campus Spaces through Universal Design India
Principles.
May 2012, pg. 2-3
ABSTRACT
Informal or semi-formal spaces on campuses can be discussed as vast
subjects and domains of inclusive campus planning that lie unattended or
get very little attention from access perspectives in our educational
environments. Moreover such spaces provide an active academic
environment and a vibrant campus social life. These are also spaces that
remain potential nuclei for congregations, discussions and recreational
activities making a campus a social microcosm in an urban context.
Informal campus spaces as an approach in India. Universal design as a
theory facilitates and empowers the processes of creating access beyond
the common notion of barrier free environments and intending to create
spaces that could be used by all with convenience including persons with
disabilities (PwDs).
2.2 Physical space and social interaction1
Editor: Muhammad Hilmy Bin Muslim
Source: The use of informal learning space by students
May 2011, pg. 57-63
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the use of informal learning space by students in uitm shah alam campus Author: MUHAMMAD HILMY BIN
MUSLIM

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The physical environment can influence the social and task interactions
among the people in it. Primarily this influence involves relative
accessibility of interaction and the psychological and social interpretation of
such interactions. For example, physical distance represents a major
determinant of social influence. social interaction and the layout of space
reciprocally influence each other. It is thus important to consider the nature
and function of work processes within and between groups or teams when
designing work areas to support them. Not only should the initiation and
implementation of collaborative work be considered, but also its
maintenance and coordination over time. open spaces, particularly open
spaces incorporating symbolic focus points or other directing elements, can
facilitate and coordinate the communication so necessary for efficient
collaboration. Group areas may even need more attention paid to social
“channeling” and other symbolic details than personal work areas, since 60
percent of what people learn occurs informally, and much of this happens
within teams.
JOURNALS
2.3 Interactive spaces
Editor: Diana G.Oblinger
Source: www.educause.edu/learningspaces
2006, pg. 2.2-2.9
ABSTRACT
Interaction takes place everywhere in college campus in fact interaction
takes place everywhere. Human beings have the capacity to interact
through their reflections and experiences. 2Space can have powerful
impact on interaction, we cannot overlook space in our attempts to
2
www.educause.edu/learningspaces

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accomplish our goals. The influence of physical space on human activity
has been studied from both psychological and physical perspectives which
includes psychological comfort with space and the motivational and
inspirational effects of space. Moving beyond classrooms to interactive
space, the typical unadorned corridors where students pass from class to
class and sit on the benches or sit on floor outside classroom spaces. Our
current interactive spaces present several opportunities, as well as
sustainable barriers. Technology, which allows access to information and
interactive environments, also enables different uses of physical space.
Facilities planners, maintenance operations, faculty and students , all must
realize that good space is not a luxury but a key determinant of good
interaction environments.

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CHAPTER - 3
COLLEGE INTEREACTIVE SPACES AND RECREATION
3.1 INTERACTIVE SPACES IN COLLEGE CAMPUS
Several interactive spaces are used by students within the college campus
which serve as a gathering place for students to interact as well as share
ideas by group discussions which in turn gives an impact on the overall
psychology of an individual and gives him/her opportunity to cater
knowledge as well as boost him internally for further exposures these
places includes -3
3.1.1 HOME BASE: PLACES ADJACENT TO SPECIFIC BUILDINGS
Research indicates that 92% of students believe they have a “home base.”
This is true of graduate students, employees, and faculty, as well as
undergraduate students. The home base usually revolves around a
student’s major department, where the student has most classes, sees an
advisor, and participates in departmental events. Four subcategories were
developed to describe various home base gathering places across
campus. They are: The Front Porch, The Front Yard, The Back Yard, and
The Back Door.
3.1.2 THE FRONT PORCH
In the home base terminology, a building’s main entrance is analogous to a
front porch. Just as the front porch of a house offers an important physical
and psychological transition from the public life of the community to the
more private life of the smaller social group, the main entrance of a
campus building can offer a similar transition from the campus as a whole
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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
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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.
CHART 1:-FREQUENCY OF CAMPUS RECREATIONAL SPACES
In the above pie chart we see that the majority of student of 41% is such
that has never visited the recreational center in the campus. more students
stop using the Campus Recreation Center, as they progress through
college. 5This could be due to busier schedules and the trend that more
students move off campus as they progress through college. In a future
section it will be shown that many more off-campus students fail to use the
facilities than those living on-campus.
5
A Study of Campus Recreation Usage:
Developing Our Student Body into Well-Balanced Graduates
By Carson Hardy And Garrett Hellman
40%
26%
15%
14%
5% NEVER WENT
A FEW TIMES A MONTH
SEVERAL TIMES A
MONTH
MORE THAN 12 TIMES
A MONTH
DAILY

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3.5.2 YEAR IN COLLEGE VS. USAGE
Below the chart depicts the use of recreational spaces in college campus
according to the different age group and academic level among students.
CHART 2:-Year in College vs. Usage (Percentages)
We can see that for each year in college the largest sector consists of
students who never used the facility or went less than a few times and
never went back. This will continue to be a trend with many of the variables
when compared to usage. However, the trend here seems to be that
except for the transition from freshman to sophomore, more students stop
using the Campus Recreation Center, as they progress through college.
This could be due to busier schedules and the trend that more students
move off campus as they progress through college.
3.5.3 GENDER VS. USAGE
With respect to Gymnasium usage among the two genders a universal
survey tells us that the woman use gymnasium comparatively less than
males this may b due to many females they did not have enough free time
to use the gym, so this could be another contributing factor as to why so
few females use the gym on a daily basis.
0
10
20
30
40
50
60
70
80
90
100
Year in college vs usage
NEVER WENT OR WENT LESS
THAN A FEW TIMES(1-6)AND
NEVER WENT BACK
A FEW TIMES A MONTH (1-6)
SEVERAL TIMES A MONTHS
(7-12)
MORE THAN 12 TIMES A
MONTH
DAILY

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44%
27%
14%
12%
3%
Female
NEVER
WENT
A FEW TIMES
A MONTH
SEVERAL
TIMES A
MONTH
MORE THAN
12 TIMES A
MONTH
DAILY
48%
25%
14%
10% 3%
Off-Campus
Percentage
NEVER WENT
A FEW TIMES A
MONTH
SEVERAL TIMES A
MONTH
MORE THAN 12
TIMES A MONTH
DAILY
CHART 3:-Usage of the Campus Recreation Center by Gender
3.5.4 ON CAMPUS/OFF CAMPUS USAGE
Students of both categories study in campus that is on campus and off
campus and they are nearly around 50-50 in percentage and globalised
studies show that on campus students uses the recreational spaces more
then off campus students. In case of gym most of the off campus students
join the gym near their locality or what suits them better according to
facilities. the chart below will clear the percentage and use of the
recreational spaces by on campus and off campus students.
CHART 4:-Usage of the Campus Recreation Center by Gender(MALE)
35%
25%
15%
17%
8%
Male NEVER WENT
A FEW TIMES
A MONTH
SEVERAL
TIMES A
MONTH
MORE THAN 12
TIMES A
MONTH
DAILY
28%
29%
16%
21%
7%
On-Campus
Percentage
NEVER WENT
A FEW TIMES A
MONTH
SEVERAL TIMES A
MONTH
MORE THAN 12
TIMES A MONTH
DAILY

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CHART 5:-Figure 6 On/Off-Campus vs. Usage by Percentage
28% 29%
16%
21%
7%
48%
25%
14%
10%
3%
0%
10%
20%
30%
40%
50%
60%
NEVER
WENT OR
WENT LESS
A FEW
TIMES A
MONTH
SEVERAL
TIMES A
MONTH
MORE
THAN 12
TIMES A
MONTH
DAILY
Year in college vs usage
PERCENTAGE (ON)
PERCENTAGE (OFF)

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CHAPTER - 4
CASE STUDIES
4.1 AMITY UNIVERSITY (NOIDA SECTOR- 125)
4.1.1 BACKGROUND
Amity University was formed by Ashok Chauhan, the founder of the
Ritnand Balved Education Foundation. Amity was India's first private
university slated to implement reservations based on caste etc. for both
faculty as well as students. The school started was started in 2003 with an
enrollment of 120 students. In 2011, it had 80,000 students in 240
programs. It now has more than 125,000 students from all over the world.
The campus comprises of total 60 acres with rich green and open spaces
within the campus. The university has total strength of 50,000 students with
130 programmes offered, the courses ranges from diploma to doctorate
level of study. University also houses in campus hostel residence for
students with capacity of 5000 students, male and female blocks are
separate .
4.1.2 BUILDING ARRANGEMENT
6The university comprises of 12 blocks with additional sports complex
which incorporates basketball and tennis court along with swimming pool.
The connectivity between the blocks is mainly through pathways adjoining
open spaces, however from the
study of solid and void it was found
that the layout of blocks created
featured pack arrangement and
such design provides conducive
interactive space spaces for the
6
www.wikimapia.com

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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.
4
4.1.3.3 FOYER
Another important function of the faculty that can be used as an interactive
space is the foyer (see image 4). The foyer breaks the uniformity of the
design of the buildings spaces. It creates variation in terms of sizes and
space arrangement. The foyer also strengthens the character of the
building on a place for academic activities.
IMAGE 5:-Foyer entrance
IMAGE 4:-Food service areaIMAGE 3:-Food service area

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4.1.3.4 SITTING AREA
Sitting areas are provided along the pathways and within the building
courtyard which serve as interaction place for students while they are on
the way. Landscaping around the sitting areas like benches are blended to
each other in feasible way to give a soothing environment for the students
to sit and relax while talking.
IMAGE 6:-SITTING
4.1.3.5 GREEN AND OPEN AREAS
There are green spaces along the blocks which are either serving as a
ground for any sports activity or used for landscaping purposes, these
open spaces also serve as recreational spots for the students either by
involving in activity or just as a spectator, moreover sitting platforms around
the trees serve as sitting places used for interactions and chit chatting.
Open areas like swimming pool and basketball courts are provided for the
purpose of sports recreation which pushes the students enthusiasm
towards the team spirit and group work.
IMAGE 7:-Green open area

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4.1.3.6 INFERENCES
1. The presence of landscaping elements provide a fruitful
environment for interactive space.
2. Cafeteria and food service area has a central courtyard which
serves as a gathering place for students and as a interactive space.
3. Sitting in form of benches is provided along the walkways
between building blocks for interactions.
4. Scarcity of gathering and meeting places which gives a sense of
ownership for students.
4.2 Delhi Technological University
4.2.1 BACKGROUND
Delhi Technological University(Formerly Delhi College of Engineering)
operated from the Kashmiri Gate campus in the heart of Old Delhi until
1989, when construction began at the New Campus at Bawana Road in
May. Moving of operations from Kashmiri Gate to the new 164 acres
campus at Bawana Road began in 1995, and the new campus formally
started classes for all four years of study starting 1999.The new campus is
a lush green campus well connected by road. Facilities include a library, a
computer center, a sports complex, eight boys' hostels, six girls' hostels,
and a married couples' hostel. The campus has residential facilities for
faculty and staff. The campus has an auditorium and an open air theater.
The university comprises of academic, hostel administration zones with
additional sports complex along with open air theater in the center of
university. The connectivity between the blocks is mainly through pathways
adjoining open spaces, however from the study of solid and void it was
found that the layout of blocks created featured pack arrangement and
such design provides conducive interactive space spaces for the students.

26
7
IMAGE 8:-Delhi technological university
7 Source: Google Earth Satellite Image, 2015.

27
4.2.3 Campus recreational spaces
IMAGE 9:-Campus recreational spaces

28
spatial aspects of learning environment. These routes provide opportunities
for students to learn informally, building has the elements that provide
interactive space for the students.
The college spread over 165 acre of land and with some 4,000 students,
has three canteens apart from two small eating outlets. The campus has
kiosks and food service area. The facilities are created to provide services
for students. However, besides being a place for students to have their
meals, these spaces also are areas that can be used as interactive space
for students.
IMAGE 10:- Food Service Area

29
4.2.4.3 FOYER
space is the foyer The foyer breaks the uniformity of the design of the
buildings spaces. It creates variation in terms of sizes and space
arrangement. The foyer also strengthens the character of the building on a
place for academic activities.
Sitting areas are provided along the open air theater and within the
building courtyard which serve as discussion place for students while they
are on the way. Landscaping around the sitting areas like benches are
blended to each other in feasible way to give a soothing environment for
the students to sit and discuss.
IMAGE 11:-AMPHITHEATER
ground for any sports activity or used for landscaping purposes, these
open spaces also serve as recreational spots for the students either by
involving in activity or just as a spectator moreover sitting platforms around
the trees serve as sitting places used for discussions and chit chatting.
Open areas like cricket field and athletic track are provided for the purpose
of sports recreation which pushes the students enthusiasm towards the

30
team spirit and group work. Moreover provision of open air theater for the
performances also serve as interactive space for the students.
IMAGE 14:-AMPHITHEATER
4.2.4.6 INFERENCES
1. Centrally located amphitheater used as a gathering place when
not used for any performance.
2. Creation of water body around sit out which gives mental
relaxation.
3. Lack of landscape around the walkways which support
interactions between students.
4. There is scarcity of sitting spaces along walkways which could
be used for interactive space.
5. Scarcity of gathering and meeting places which gives a sense of
ownership for students.
IMAGE 13:-RUNNING TRACK IMAGE 12:-CRICKET GROUND

31
4.3 Jawaharlal Nehru University
4.3.1 BACKGROUND
The university is an example of the new red brick universities built in the
mid-20th century. Located in the southern part of New Delhi and spread
over an area of about 1000 acres (4 km²), the campus occupies some of
the northernmost reaches of the Aravalli Hills. The campus maintains large
patches of scrub and forestland. There are sports clubs in the university.
All the clubs organize annual tournaments in the winter semester. There
are three main venues where the following games are played:
 Sports Complex/JNU Stadium: For football, cricket, volleyball, lawn
tennis, weight lifting/gymnasium, yoga and athletics.
 Badminton Hall inside the Students Activity Centre.
 Central School Grounds Basketball Court.
The university comprises of academic, hostel administration zones with
additional sports complex along with two open air theater's. There are
several dhaba's placed which serve as a gathering point for interactive
space. The connectivity between the blocks is mainly through informal
pathways adjoining open spaces, however from the study of solid and void
it was found that the layout of blocks created featured pack arrangement
and such design provides conducive interactive space spaces for the
students.

32
89
4.3.3 Campus recreational spaces
10
IMAGE 16:-Campus recreational spaces
8
Google satellite image
10
self edited
IMAGE 15:-JAWAHARLAL
NEHRU UNIVERSITY(JNU)

33
spatial aspects of learning environment. These routes provide opportunities
for students to learn informally, building has the elements that provide
interactive space spaces for the students.
The college spread over 1000 acre of land and with some 7,304 students,
has dhaba canteens apart from two eating outlets. The facilities are
created to provide services for students. However, besides being a place
for students to have their meals, these spaces also are areas that can be
used as a place for interaction for students.
4.3.4.3 FOYER
space is the foyer The foyer breaks the uniformity of the design of the
IMAGE 18:-DhabaIMAGE 17:Dhaba sitting

34
buildings spaces. It creates variation in terms of sizes and space
arrangement. The foyer also strengthens the character of the building on a
place for academic activities.
Sitting areas are provided in form of elevated stones and natural contours
which are used for sitting. basically the sitting is provided in dhaba's of the
campus and there is bit of scarcity in terms of sitting spaces of the
university.
ground for any sports activity or used for dhaba culture, these open spaces
also serve as recreational spots for the students either by involving in
activity or just as a spectator moreover sitting platforms around the trees
serve as sitting places used for discussions and chit chatting. Open areas
like cricket field and athletic track are provided for the purpose of sports
recreation which pushes the students enthusiasm towards the team spirit
and group work. Moreover provision of open air theater for the
performances also serve as interaction place for the students.
IMAGE 20:-SittingIMAGE 19:-SITTING

35
4.3.4.6 INFERENCES
1. Presence of dhaba's along with informal sitting gives a sense of
ownership of place to the students for free interactions.
2. Landscape in terms of natural mounds of remains of mountain
serve as a place of informal sitting and gathering spots.
3. Lack of landscape around the walkways which support
interactions between students.
4. Lots of open ground present are neglected for sitting and
gathering due to improper maintenance.
IMAGE 21:-Amphitheater

36
4.4 COMPARITIVE STUDY
Table1 lists the place of interactive spaces present in three universities.
Table 1:-Interactive space In Faculty
S.NO AMITY DTU JNU
1 PLAZA HALLWAY DHABA
2 COURTYARD COURTYARD COURTYARD
3 CAFE AMPHITHEATER AMPHITHEATER
4 . FOYER FOYER REMAINS
OFMOUNTAIN
5
FOOD AND
BEVERAGES
FOOD AND
BEVERAGES
FOOD AND
BEVERAGES
6 SPORTS AREAS SPORTS AREAS SPORTS AREAS
4.4.1 Respondent Survey Analysis
This section present the analysis of the data collected from the interviews
involving 100 respondents from Amity , 100 respondents from JNU and
100 respondents from Delhi technological university.
4.4.2 Respondent Background
A total of 100 students were taken as respondents for information on their
views and student profiles. Respondents surveyed students from the Amity
and JNU aims to get more precise information and details to identify the
level of conducive interactive space spaces in college.

37
60,
60%
MALES
FEMALES
1. Gender Of Respondent
Chart 6 and chart 7 show the overall gender of respondents. The chart and
show's the most respondents are males.
2. Age Group Of Respondent
CHART 7:-Overall Age Group Of Respondents
From the chart.8 we conclude that most of the respondents are between
23-27 year old.
15
18
22
45
42
48
32
35
18
8
5
12
0
10
20
30
40
50
60
AMITY JNU DTU
18-22 YEAR OLD
23-27 YEAR OLD
28-31 YEAR OLD
32 YEAR OLD AND
ABOVE
CHART 7:-Overall Gender Of respondents
66
55 58
34
45 42
0
10
20
30
40
50
60
70
AMITY JNU DTU
MALE
FEMALE
CHART 6:-Overall Gender Of
Respondents

38
28
72
COLLEGE
NON-
RESIDENT
28
4
68
LESS THEN 0.5
KM
BTW 0.5-1.0 KM
MORE THAN 1.0
KM
28
38
25
42
62
75
0
20
40
60
80
AMITYJNU DTU
COLLEGE
NON-
RESIDENT
27
36
25
8 9 10
65
55
68
0
20
40
60
80
AMITY JNU DTU
LESS THAN 0.5
KM
BETWEEN 0.5-
1.0 KM
MORE THAN 1.0
KM
3. Type Of Accommodation
From chart 9 and chart 10 we observe that most of the students and non
residents of the campus, hence we conclude that non residents of the
college campus are not able to utilize interactive spaces in the off timings
of college.
CHART 9:-Overall Type Of Accommodation CHART 10:-Overall type of accommodation
CHART 11:-Distance From Accommodation To Faculty Of
Respondents By Faculty
CHART 12:-Overall type of accommodation

39
4 3
7
5 5
7
12
10
8
56
63
59
4 4
6
19
15
8
3
15
0
10
20
30
40
50
60
70
AMITY JNU DTU
HALLWAY AND
PATHWAY
PLAZA
COURTYARD
FOOD AND BEVERAGES
FOYER
LANDSCAPE
AMPHITHEATER
4.7.2 Use Of Interactive space
This section present the use of interactive space. Analysis consist several
aspect of use, namely the space use as interactive space; duration of time
when interactive spaces are used; and factor of use interactive space in
college.
4.9.1 Space That Is Used As Interactive space
For the purpose of the analysis, the interactive spaces are categorized into
several categories, namely hallway and Plaza, courtyard, food and
beverages, cafe, foyer food service area; and landscapes area.
From the above chart.13 we conclude that most preferable place for the
students to interact and recreate is food and beverages area.
CHART 13:-Level Of Use By Informal Learning Space

40
45
35
42
48
52
55
41
45
38
32
30
34
0
10
20
30
40
50
60
AMITY JNU DTU
8:00AM-12:00 NOON
12:00NOON-2:00PM
2:00PM-5:00PM
5:00PM-7:00PM
4.9.2 Duration Of Use While At Interactive space
CHART 85:-Comparison Duration Of Usage of interactive spaces
Charts 14 and 15 shows the comparative usage of interactive spaces according
to the timings and we see mostly the interactive spaces are used during the
noon time.
CHART 14:-Duration Of Used While At Informal Learning Space
0
10
20
30
40
50
60
AMITY
JNU
DTU

41
18
25
16
40
45
40
28 27
30
4 3 4
0
10
20
30
40
50
AMITY JNU DTU
VERY IMPORTANT
IMPORTANT
LESS IMPORTANT
NOT IMPORTANT
15
18 16
45
42
47
35 37 36
5 3 4
0
10
20
30
40
50
AMITY JNU DTU
VERY IMPORTANT
IMPORTANT
LESS IMPORTANT
NOT IMPORTANT
4.9.3 Factor Of Use Interactive space In The Faculty
1. Easy To Meet With Friend
We see that interactive spaces are important spots for students to meet
with friends and recreate.
2. Comfortable And Easy To Interact
Comparative analysis shows that students wishes the interactive spaces to
be comfortable and easy to interact.
CHART16:-Easy To Meet With Friend
CHART17:-Comfortable And Easy To Interact

42
25
30
22
55
50
55
15 17 18
5 3 3
0
10
20
30
40
50
60
AMITY JNU DTU
VERY IMPORTANT
IMPORTANT
LESS IMPORTANT
NOT IMPORTANT
35
38
42
45 47 48
18 20
8
2 3 5
0
10
20
30
40
50
60
AMITY JNU DTU
VERY IMPORTANT
IMPORTANT
LESS IMPORTANT
NOT IMPORTANT
3. Easy To Gather And Discuss
Students also prefer interactive spaces to which are easy to accommodate
a group where they can chit chat and discuss comfortably.
4. Close To Class
From above chart we conclude that students prefer interactive spaces to
be present near to the class so that they save time between class intervals
by approaching these places and getting recreated.
CHART18:-Easy To Gathering And Discuss
CHART19:-Close To Class

43
70
30
COMFORTABLE
UNCOMFORTABLE
20 18 15
25 22 30
55 60 55
0
50
100
AMITY JNU DTU
EXTREMELY
COMFORTABLE
VERY
COMFORTABLE
COMFORTABLE
22 22
1218 18
32
60 60 56
0
50
100
AMITY JNU DTU
EXTREMELY
COMFORTABLE
VERY
COMFORTABLE
COMFORTABLE
4.9.4 Comfort Level of Interactive space
The factors of discomfort are categorized into three categories, namely;
existing of table and seating area; hot and inconvenient environment; and
not interesting landscapes.
1. Factor Of Comfort
2. Shade And Convenient Environment
CHART 20:-Comfort Level of Informal Learning Space
CHART 21:-Factor Of Comfortable
CHART 9:-Shade And Convenient Environment

44
20
12 1618
30
36
62 58 58
0
20
40
60
80
AMITY JNU DTU
EXTREMELY
COMFORTABLE
VERY
COMFORTABLE
COMFORTABLE
5 8 4
25
15
26
70
77
70
0
20
40
60
80
100
AMITY JNU DTU
EXTREMELY
DISCOMFORT
VERY DISCOMFORT
DISCOMFORT
5 6 4
22
14
22
73
80
70
0
20
40
60
80
100
AMITY JNU DTU
EXTREMELY
DISCOMFORT
VERY DISCOMFORT
DISCOMFORT
3. Interesting Landscapes
4.9.5 Uncomfortable Level of Interactive space
1. Existing Of Table And Seating Area
2. Hot And Inconvenient Environment
CHART22:-Interesting Landscapes
CHART23:-Existing Of Table And Seating Area
CHART 24:-Hot And Inconvenient Environment

45
2 4 3
12 18 21
86
78 76
0
20
40
60
80
100
AMITY JNU DTU
EXTREMELY
DISCOMFORT
VERY DISCOMFORT
DISCOMFORT
2 3 57 9 11
55 53
48
32 34 31
4 1
0
20
40
60
AMITY JNU DTU
Poorest Quality
Poor Quality
Moderate Quality
Good Quality
Best Quality
2 3 64 5 8
18 15 1618
24
31
58
53 55
0
20
40
60
80
AMITY JNU DTU
Poorest Quality
Poor Quality
Moderate Quality
Good Quality
Best Quality
3. Not Interesting Landscapes
4.9.6 Physical Quality Of Interactive spaces
1. Space design
2. Lighting
CHART25:-Not Interesting Landscapes
CHART26:-Space design
CHART27:-Lighting

46
4 3 6
10
6 8
16 15
20
15
22
18
55 54
48
0
20
40
60
AMITY JNU DTU
Poorest Quality
Poor Quality
Moderate Quality
Good Quality
Best Quality
4 3 6
10
6 8
16 15
20
15
22
18
55 54
48
0
20
40
60
AMITY JNU DTU
Poorest Quality
Poor Quality
Moderate Quality
Good Quality
Best Quality
3 4 4
8 10
2828
24 24
32
28
18
29
34
22
0
10
20
30
40
AMITY JNU DTU
Poorest Quality
Poor Quality
Moderate Quality
Good Quality
Best Quality
3. Furniture
4. Infrastructure
5. Landscaping
CHART28:-Furniture
CHART29:-Infrastructure
CHART 30:-Landscaping

47
0 0 0
13
10 12
33 31
28
34 36 34
20
23 22
0
10
20
30
40
AMITY JNU DTU
NEVER
SLIGHT FREQUENT
FREQUENT
MORE FREQUENT
MOST FREQUENT
10 8
1
15 18
8
45 48 52
20 20 18
10 6
12
0
20
40
60
AMITY JNU DTU
VERY POOR
POOR
MODERATE
GOOD
VERY GOOD
0 0 0
13
10 12
33 31
28
34 36 34
20
23 22
0
10
20
30
40
AMITY JNU DTU
NEVER
SLIGHT FREQUENT
FREQUENT
MORE FREQUENT
MOST FREQUENT
4.9.7 Level Of Activity In Interactive space
1. Sitting with classmates in interactive spaces to relax and enjoy
2. Planning to recreate in interactive spaces at definite time
4.9.8 Performance Element Of Interactive space Space
1. Adaptability
Adaptability of space consist spaces that support activities and people
change. Besides that, adaptability space also supports a multiple of
interaction levels.
CHART31:- Sitting with classmates in interactive spaces to relax and
enjoy
CHART 33:-Adaptability
IMAGE32:-Planning to recreate in interactive spaces at definite time

48
10 8 10
15 14
8
42
52 55
23 20 18
10
6
12
0
20
40
60
AMITY JNU DTU
VERY POOR
POOR
MODERATE
GOOD
VERY GOOD
10 8
1212 11
6
45 48
42
25
14
22
8
12 12
0
20
40
60
AMITY JNU DTU
VERY POOR
POOR
MODERATE
GOOD
VERY GOOD
12
8
1210
14
6
48
52
46
22
10
22
8 8 7
0
20
40
60
AMITY JNU DTU
VERY POOR
POOR
MODERATE
GOOD
VERY GOOD
2. Social
The social element includes spaces that support collaboration, interaction
and engagement among faculty communities to perform the interactions.
3. Healthful
Healthful element is spaces that promote the safety and physical well-
being of students and faculties.
4. Healthful
Healthful element is spaces that promote the safety and physical well-
being of students and faculties.
CHART 34:-Social
CHART35:-Healthful
CHART36:-Healthful

49
10 8 912 10 12
52
48
54
18
12
27
8 6 7
0
20
40
60
AMITY JNU DTU
VERY POOR
POOR
MODERATE
GOOD
VERY GOOD
9 8 1012 10 12
54
48
52
27
12
18
6 6 8
0
20
40
60
AMITY JNU DTU
VERY POOR
POOR
MODERATE
GOOD
VERY GOOD
12
8 810 12 14
52
46 48
29
10
18
6 8 8
0
20
40
60
AMITY JNU DTU
VERY POOR
POOR
MODERATE
GOOD
VERY GOOD
5. Sustainability
Sustainability element is the spaces those are environmentally
responsible.
6. Resourceful
Resourceful element of performance in interactive space that support
long term efficiency and support use of assets.
7. Stimulating
Stimulating element of performance for interactive space is a space that
attracts people to use it and spark thinking overtime.
CHART37:-Sustainability
CHART38:-Resourceful
CHART39:-Stimulating

50
0
10
20
30
RESPONSE
9
14
22
28
13
9
14
LARGEST ROLE
LARGER ROLE
LARGE ROLE
MEDIUM ROLE
SMALL ROLE
SMALLER ROLE
SMALLEST ROLE
0
10
20
30
40
RESPONSE
8
14
20
31
15
6
15
LARGEST ROLE
LARGER ROLE
LARGE ROLE
MEDIUM ROLE
SMALL ROLE
SMALLER ROLE
4.9.9 The Parties Driving Interactive space Design
For the purpose of analysis, six parties of players in driving interactive space
design can be used to assess the interactive space, namely administration;
management; maintenance; planning and design; construction; and students. In
the regard to analysis these elements, scale are used in this analysis that are
divided into seven ranks, namely largest role, larger role, large role, medium
role, small role, smaller role and smallest role.
1. Administration
Management
CHART 10:-Administration response
CHART 11:-Management response

51
0
10
20
30
RESPONSE
10 12
24
27
18
6
15
LARGEST ROLE
LARGER ROLE
LARGE ROLE
MEDIUM ROLE
SMALL ROLE
SMALLER ROLE
0
5
10
15
20
25
30
RESPONSE
12
10
20
27
16
8
16
LARGEST ROLE
LARGER ROLE
LARGE ROLE
MEDIUM ROLE
SMALL ROLE
SMALLER ROLE
SMALLEST ROLE
Maintenance
From the above observations we can conclude that administration and
management department majorly plays medium role in the development and
maintenance of active interactive spaces.
2. Planning And Design
Planning and design practices of enhancing interactive spaces plays major
role in motivating students moving towards interactive spaces inside the
college premises. Spaces should be inviting and welcoming with
comfortable furnishings. Spaces should have plenty of natural and variable
light, good ventilation and good quality acoustic treatment
CHART 12:-Maintenance response
CHART 13:-Planning and design response

52
0
5
10
15
20
25
RESPONSE
15
17
14
18
22
12
16
LARGEST ROLE
LARGER ROLE
LARGE ROLE
MEDIUM ROLE
SMALL ROLE
SMALLER ROLE
0
5
10
15
20
RESPONSE
17 18
20
18 17
12
administration
maintainance
management
planning and design
construction
student
3. Students
From the above chart we conclude that the students role in the development
of interactive spaces is very minor, as they are the users and they use what
they get according to their preference. They are not active participants in the
planning and construction process, they only maintains the sense of place
making by effective participation in these interactive spaces.
4. Overall Ranking Of Parties In Driving Interactive space Design
Hence, the major task in providing interactive recreational opportunities in
a college campus is derived by the management authorities, that not only
approves the proposals but also provides the required funds.
CHART 14:-Students response
CHART 15:-Overall response

53
CHAPTER 5
CONCLUSION AND RECOMMONDATION
5.1 Conclusions
1. Interactive spaces plays a vital role in students life by active
participation in the activities taking place in these spaces and
sometimes just getting recreated in passive form.
2. There is a connection between the surrounding environment and
an individual which is indirectly responsible for making the
conversation go in a healthy manner with proper comfort level.
3. Informal spaces to interact with each other are the benchmark for
a student to explore himself in a casual way and through friendly
appreciations an individual gains confidence level which adds to his
personality development.
4. Proper landscaping and informal sit outs within the gathering
spot plays a significance role in motivating the students to visit these
areas for group gatherings .
5. Informal spaces gives an environment where students get a
feeling of ownership and are more free to interact and this fruitful
interaction results in the rise of confidence level of an individual.
6. If there is no involvement of the Office of Development and
Office of Facilities Management in the development and management
of interactive spaces then these spaces will not b given importance
and will be neglected due to improper maintenance.

54
7. To create interactions among students is not an impossible task
and all parties involved should strive and be prepared to accept the
changes and challenges of a more challenging future.
5.2 Recommendation
The recommendations intend to create conducive environment of
the interactive space so that they can be used effectively by the
study that could improve the quality and standard of interaction
level. Following are some recommendations based on the
problems identified.
1. Interactive space spaces should be designed to support active
engagement rather than passive , interaction occurs when
students are engaged in an active participation within a interactive
space.
2. Spaces should avoid design elements like fixed amphitheatre and
seating that support non-natural separation of academics and
students and utilize mobile furnishings and technology that allow a
more shared approach to interact.
3. Elements like the quality and cleanliness of the space, the reliability
and functionality of its technology, the colors on walls, floors and in
furnishings, art work and imagery, and the nature of signage all
contribute to sending a message to the users of the space
4. The design of university campuses, buildings and interactive space
spaces needs to support opportunities for accidental or unexpected
interaction between students and academics.

55
5. The addition of simple and comfortable seating in walk ways and in
corridors where academics and students are likely to meet is
another way to support and encourage higher levels interaction
outside the classroom.
6. For the potential of any interactive spaces to be realized there
should be spaces not only in which students want to be, but also
spaces in which students are motivated to be involved in the
interactive activities.
7. An interactive space should be accessible, comfortable and
habitable for all its users.
8. The design of interactive spaces should include consideration of
student access to comfort elements including food and beverage.
9. The transition spaces can be considered as hallways, pathways and
foyer that interconnected to other building spaces. The transition
spaces should provide benches for sitting where they can talk out of
the flow of pedestrian walkway.
10. Some interactive space spaces have adjacent indoor and outdoor
areas. The outdoor spaces can be considered as courtyard,
amphitheatre, and square and open-plan area.
11. Planting shade trees and providing sitting areas makes these
spaces more usable, and students tend to linger before going inside
for class.

56
CHAPTER 6
REFERENCE AND BIBLIOGRAPHY
6.1 REFERENCE
1. The use of informal learning space by students in uitm shah alam
campus Author: Muhammad hilmy bin muslim
2. www.educause.edu/learningspaces
3. Reinforcing Community Campus Gathering Places
PAGE-7-9
PAGE-15-20
5. A Study of Campus Recreation Usage:
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.

57
6. www.wikimapia.com
7. Reinforcing Community Campus Gathering Places Design
Guidelines The University of Iowa.
8. The University of North Texas Campus Space Assessment Final
November 2012.

58
TABLE OF FIGURE
IMAGE 1:-AMITY CAMPUS .............................................................................. 22
IMAGE 2:-Solid And Void Of AMITY campus.................................................... 22
IMAGE 3:-Food service area............................................................................. 23
IMAGE 3:-Food service area............................................................................. 23
IMAGE 4:-Foyer entrance ................................................................................. 23
IMAGE 5:-SITTING ........................................................................................... 24
IMAGE 6:-Green open area ............................................................................. 24
IMAGE 7:-Delhi technological university ........................................................... 26
IMAGE 8:-Campus recreational spaces ............................................................ 27
IMAGE 9:- Food Service Area........................................................................... 28
IMAGE 10:-AMPHITHEATER ........................................................................... 29
IMAGE 13:-AMPHITHEATER ........................................................................... 30
IMAGE 11:-CRICKET GROUND....................................................................... 30
IMAGE 12:-RUNNING TRACK.......................................................................... 30
IMAGE 15:-Campus recreational spaces .......................................................... 32
IMAGE 14:-JAWAHARLAL NEHRU UNIVERSITY(JNU) .................................. 32
IMAGE 16:Dhaba sitting.................................................................................... 33
IMAGE 17:-Dhaba............................................................................................. 33
IMAGE 18:-SITTING ......................................................................................... 33
IMAGE 19:-Sitting ............................................................................................. 33
IMAGE 20:-Amphitheater .................................................................................. 33

ASSESSMENT OF INTERACTIVE SPACES IN COLLEGE CAMPUS

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ASSESSMENT OF INTERACTIVE SPACES IN COLLEGE CAMPUS