We investigated the effect of an innovative technology-supported learning environment on pre-service student teachers' motivation and 21st century skills. Students and instructors filled-in the Active Learning Post Occupancy Evaluation (AL-POE) questionnaire. Analysis included tests for individual items and a comparison of the overall mean, composite differences between pre-and post-occupation of the new classes. Over 80% reported high increase in creativity, motivation, ability to get higher grades and engagement in class while studying in the new learning environment. They gave significantly higher evaluations for practices and solutions in the new vs. traditional classrooms and perceived working there adequately and better, on many of the 21st century skills. Therefore, learning environment plays an important role in preparing pre-service teachers.

OBJECTIVES: The objectives of this study were (1) to determine differences between faculty and student opinions about university classrooms when the User's Environmental Interaction Framework (UEIF) model's quadrants were considered together, (2) to determine the positive, negative, and different effects between these populations within each UEIF quadrant, and (3) to determine faculty and student use. RESEARCH DESIGN: The User's Environmental Framework (UEIF) guided the research at a large university. This framework has four quadrants: environmental/value dimensions, and behavioral/internal responses, prox‐emics concepts, and interactional influences. The study had two parts: (1) a 48‐question questionnaire, and (2) behavioral observations surveying both faculty and students (120 subjects) who used 15 general purpose classrooms. ANALYSIS: Stepwise Discriminant Analysis determined which subset of questions best separates student from faculty responses. Canonical Discriminant Analysis further explained relationships. KEY FINDINGS: Return rate was 67% and four observations of each classroom were conducted. Faculty and students agreed on the majority of the items. Subjects felt lighting, air quality, maintenance, equipment, and general comfort were adequate. There was a lack of commitment to the classrooms and subjects had little desire to stay in these rooms. Faculty and students disagreed on 10 questions. Faculty felt the classrooms did not convey a positive experience relating to noise control, seating flexibility, and lacked provision for social interaction. Students found signage inadequate and felt classrooms were uninspiring, nonanticipatory, and lacking symbolic meaning. Behavioral observations supported these concerns. CONCLUSION: Results indicate that general purpose classrooms on this campus do not meet all needs of faculty or students. Problem areas can be addressed through thoughtful knowledge‐based interior design solutions. “I have to use a lecture format because I can't change the seating around to include group discussion.” “I have to send students out into the hallway if I want to utilize a team approach in my teaching, because the seating is fixed.” “I have to move the furniture at the front of the room out of my way as it looks like a used furniture store.” “Technology is not integrated, nor easily accessible. It is provided ad hoc, and looks it.”

Our team consisting of researchers, designers and a statistician are working to establish statistically reliable and valid survey instruments for use in post building occupancy for schools housing students and educators in grades nine to twelve. Two indexes are being created, a Student Engagement Index© and a Teachers Engagement Index©. Our research question is, “Can we demonstrate that the design of the built environment for grades 9-12 impacts student academic engagement levels?” The sample for this survey was four high schools in the USA, in fall 2017. A time-honored Post- Occupancy methodology was used. Findings had strong indicators showing the buildings’ design makes a statistically significant difference regarding student academic engagement levels. Results were excellent on reliability and have convergent validity, with the exception of the last two questions. Statistical evidence from students and educators across all schools, grades, and genders that the buildings’ designs impact their academic engagement levels (p<.0001). When active learning is used students recognize the impact. Concluded that for educators, the overall “culture” of the school is a far more important factor for teacher engagement than the physical layout. Seen as a real effect, all respondents acknowledged that the physical environment impacted engagement in their teaching and learning practices (p<.0001), significant result indicating that space makes a difference and increases student academic engagement levels.

New evidence builds upon the Student Engagement IndexTM and Teacher Engagement IndexTM research (Scott-Webber, Konyndyk, &amp; French, 2019; Scott-Webber, Konyndyk, French, &amp; French, 2018; Scott-Webber, Konyndyk, French, Lembke, &amp; Kinney, 2017) determining post-occupancy answers to, &ldquo;Can we demonstrate that the design of the built environment for grades 6&ndash;8 impacts student academic engagement levels post-occupancy?&rdquo; The early studies used respondents from grades 9&ndash;12. This one is from users in grades 6&ndash;8 (&lsquo;alpha&rsquo; pilot). All studies were conducted in the USA as convenience samples. Engagement performance is a high predictor of student success across multiple domains and learning/work experiences. Specifically, &ldquo;Research that shows that engagement, the time and energy students devote to educationally purposeful activities, is the best single predictor of their learning and personal development&rdquo; (Anonymous, NSSE, 2010, p. 2), and thus our research focus. From both the students and educators perspectives, design of the built space impacts engagement performance (p &lt; .0001).

People learn differently. This fact is at the heart of an educational practice revolution; active learning is at the core. Solving for active learning in the formal learning place – the classroom – became the quest of this design case’s author along with her Steelcase Education Solutions team. Active learning suggests people actually move in a classroom. Currently, classrooms are not designed for this type of activity as the modus operando is passive learning or an instructor stand and deliver situation. Much is changing in education from kindergarten through higher education. Therefore, figuring out how best to support an environment addressing active learning is important. This case shares the discovery of environmental supports for active learning and details the results of a six-step evidence-based research process that led to both the development of a furniture product that became Verb™ and a series of interior setting concept ideas for the formal learning environment.