Thesis (BS Architecture) University of the Philippines Mindanao, 2019

Advancements in technological devices has changed the way students consume information. This has brought a rising relevance to many areas in a school campus outside prototypical classrooms called Informal Learning Spaces (ILS) and their impact to the learning experience of the 21st century "digitally native" students. The study employs qualitative methods through observations, photo documentation, and user feedback, along with quantitative correlational analysis of survey responses to derive a normative description of how the architectural design of ILS could help promote Self-Directed Learning (SDL) in undergraduate students enrolled in public colleges and universities in Davao City. The study showed that there are significant positive relationships with the use of ILS and variables that were relevant to the self-directedness in learning such as self-awareness and self-evaluation. It also established the significant relationships between the frequency of ILS use and the perceptions towards certain aspects of the design of the physical learning environment. The results also describe the physical state of ILS that were most frequently used by students. Design guidelines were derived from the results in order to address aspects of the students' learning environments that they require outside of the classroom. This study recommends that current and future learning spaces should consider improvements on the design of ILS not only in the Libraries and Breakout Areas, but also in the Circulation Spaces, and Cafeteria Spaces.