INTERGRATION OF INTERACTIVE SPACES IN DESIGN OF SCHOOL OF ARCHITECTURE FOR FEDERAL UNIVERSITY OF TECHNOLOGY, MINNA

ABSTRACT

Architectural design spaces, still the center of curricular program in architectural faculties worldwide, and is considered the standard for education in architectural design process that involves participatory practice. However, the architecture space’s main role in the current academic framework of architectural study needs to be rethought. Therefore, redirection to architecture space design is required to achieve an atmosphere that provides an immersive and collaborative sense of setting for space users. This paper integrates the techniques and goals of architectural design for open space facilities that provide stress relief for learning environments like those of university campuses in a compact urban setting. The literature reviews together with the input of experts indicate strategies  for  integrating  sustainability  as  the  basis  for  achieving  a  functional institutional environment structure for the Nigerian schools of architecture thereby, this is the basis for the creation of a questionnaire to gather relevant data for improving quality and better service delivery in terms of improved interactive space organization. The findings indicate the integration of sustainable building strategy in learning space should depict learning and teaching purposes and be adequately flexible for non-class ends. The study recommends that it is important to establish guidelines such as flexibility,  functionality,  blended  learning,  and  a  user‟s  centered  design  for  an alternative design approach that is focused on the user and at the same time strengthen the training of student architects by creating more interactive spaces.

CHAPTER ONE

1.0    INTRODUCTION

1.1    Background to the Study

The term “Learning” is the process of acquiring new or revised knowledge, it exists in the settings of education, individual growth, schooling, and training. The method of learning,  also  known  as  knowledge  development  is  referred  to  as  education  and education is divided into three categories: elementary, secondary, and tertiary education. Universities, polytechnics, and colleges of education provide tertiary education (higher education), and architectural education training is included in this category (DeGregori, 2007).

The College of Arts, Science, and Technology in Ibadan, which later was moved to Zaria in Northern Nigeria in 1955, began architectural education in Nigeria in 1952. Since its establishment in 1961, As a result of the oil boom in the 1970s, the number of architecture schools has increased from a sole college (Ahmadu Bello University) to fifteen (universities and polytechnics), with a student population of about 300 in each institution (Oruwari, 1995). Graduates were granted Diploma degrees at first, but in 1962, the college was raised to a university, The Bachelor of Architecture degree was awarded by Ahmadu Bello University (ABU) in Zaria to alumnae, which was equal to the previous Diploma from the Royal Institute of British Architects (RIBA).

More than just flexible space is needed in schools. Converting space from one use to another is beneficial, but designers must consider how each space affects students when they participate in various learning activities and methods. Students in classrooms are affected physiologically, mentally, and behaviourally by architectural design. The aim of this project is to create a plan for a functional space and user-friendly atmosphere for architectural education, which can be accomplished by applying ergonomics to design and planning methodologies. Similarly, this often stems from the belief that planning and constructing new schools based on perceptions such as improving performance or meeting the capacity demand for an expanding student population is not always an appropriate or sufficient approach to creating successful learning environments.

1.2    Statement of the Research Problem

Collaborative and  immersive  learning is  becoming increasingly common  in  today’s educational world (Emam et al., 2019). However, this is not unrelated to the difficulties that the disconnect between the design studio and the learning atmosphere that can help learning pedagogy presents to architectural students. The physical layout of the classroom has been linked to student success, according to research findings. With the aim of creating an enabling atmosphere for higher learning in universities, this study provides a detailed and critical overview of the existing literature on the essence of the university classroom for collaborative and interactive learning. The effect of both physical and environmental influences on classroom interaction is considered in this paper.

1.3    Aim and Objectives of the Study

1.3.1    Aim of the study

The  goal  of  this  research  is  to  explore  at  users’  perceptions  of  the  adequacy  of interactive spaces offered in architectural design studios in order to suggest a user- centred approach strategy to interactive architectural spaces for sustainable school of architecture buildings in Nigeria.

1.3.2    Objectives of the study

The following are the objectives:

i.      To investigate how users perceive interactive spaces in architectural design studios.

ii.      To identify spaces that are needed to improve the interaction of architectural students.

iii.     To propose a user-centred strategy for interactive architectural spaces for

Nigerian school of architecture buildings.

1.4    Justification of Study

This method, known as interactive architecture, implies a process in which all design factors and parameters will form a complex and reciprocal relationship, and the effects of each factor or parameter on the final design will be considered. In addition, since most  design  problems  have  several  aspects,  the  suggested  approach’s  main  axis  is through interaction with all different aspects of design. As a result, the final design will be based on these reciprocal relationships, and it will be an output that adapts to all

conditions and parameters to the greatest extent possible. Furthermore, the obsolescence of current facilities, which is linked to population growth, necessitates innovative spaces for education and facility operations. Furthermore, expansion of university departments and institutes, as well as the growth of science and engineering, enable campuses to move to other areas with sufficient space (Perry and Wiewel, 2005). In addition, recent discoveries and researches have broadened architectural education, resulting in a variety of new perspectives.

Architectural design, architectural engineering, and landscape architecture were the most well-known branches of architecture. Other branches of architecture, such as green architecture, sustainable architecture, interior architecture, and so on, have emerged in recent years, and the western world has welcomed this transition and incorporated it into their education curriculum, something that Africa is still struggling to do. As a result, Africa and Nigeria have fallen behind in the sector. As a result, establishing a school of architecture in Nigeria and at the Federal University of Technology, Minna, would be an excellent step toward positioning Nigeria as a leader in both architecture as a discipline and architectural education.

1.5    Limitation of Study

The non-existence of school of architecture in Nigeria universities pose limitation with regards to local case studies for this project. In addition, incessant securities challenges in the country also contributed to the limit in which data could be sourced for this project.

1.6    Scope of Study

The emphasis of this research is on the creation/provision of spaces in the school of architecture building that, in addition to their long-term sustainability, influence a collaborative and interactive atmosphere.

1. Beneficial

2. Useful

3. Stunning

4. Locatable

5. Easily accessible

6. Trustworthy

7. Priceless

React to current social, economic, ecological, and technological changes through listening to users. The key feature, intra-mural functions, are included in the design. Work space, shared spaces, break room, work stations, and offices are among these features. The following are the spaces that will be provided:

1.   Foyer

2.   Theather

3.   Library

4.   Entrances

5.   Cafe

6.   Exhibition

7.   Workshop

8.   Model-making room

9.   Design studio

10. Terrace

11. Cad studio

12. IT department

13. Lounge

14. Open work area

15. Study space

16. Enclosed work area

1.7    Contribution to Knowledge

This study contributed to the knowledge by finding that strategically placed open space techniques and elements can potentially reduce stress while also improving communication, resulting in improved academic performance. Likewise, this can add value to the learning environment while also assisting students in improving their academic success, self-confidence, and innovation. The  study established  that  interactive  spaces,  ranging  from  formal  classical classrooms to informal circulation areas and open spaces, should be emphasized. Similarly, the effectiveness of their architecture should become a central feature of university buildings and an important factor in transforming them into community-oriented tools. In addition, the study extends knowledge in the area of learning environment to reflect learning and teaching goals, support the architecture mission, incorporate technology, and be sufficiently versatile for non-class purposes.

1.8       Definition of Terms

1.   Interactive space

The use of space characteristics in relation to people as a design resource for fostering interaction among occupants.

2.   Collaboration

Collaborative work is a method of achieving a shared goal by bringing people together for a common goal.

3.   Pedagogy

An empirical discipline that studies how knowledge and skills are transmitted in an educational sense or through a teaching process, as well as the goals of education and how they can be accomplished.

4.   Open spaces

A broad term used in interior design for any floor plan that maximizes the usage of wide, open spaces while minimizing the usage of small, enclosed rooms, particularly in workspaces,  with  a  linear  chain  of  open  space  reserves  or  a  recreational  corridor through the same areas left open to the public, such as courtyards.

5.   Design strategies

A general plan that explains how the ends (goals) can be accomplished by the means (resources) that can be intended or emerge as a pattern of operation as the company adapts to its environment in the face of uncertainty.

1.9       Area of Study

Minna, Niger state, is the study location. It’s a project for the Minna Community in Niger’s capital city. The design and construction of a school of architecture at the Minna Federal University of Technology is the subject of this research.

Minna, the capital of Niger state, has 25 local government districts. Niger is one of Nigeria’s 36 states. It is bordered on the north by the states of Kebbi and Zamfara, on the south by the state of Kwara, on the east by the federal capital territory of Abuja, and on the west by the Republic of Benin. It has a total area of 76,363km2. (Ajewole, 2013).

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