Clarifying Educational Middle Spaces Designing Components Aimed at Enhancing Attendance in line with Interactive Learning (Case Study: Lār Girls’ High Schools)

Document Type : Original Article

Authors
Zahra Abi 1
Tahereh Nasr 1
Hamidreza Azemati 2
Saeed Azemati 3
1 Department of Architecture, Shi.C., Islamic Azad University, Shiraz, Iran.
2 Department of Architecture, Shahid Rajaee Teacher Training University, Tehran, Iran.
3 Department of Architecture, Et.C., Islamic Azad University, Tehran, Iran.
10.48311/bsnt.2026.117915.82899
Abstract
Designing educational middle spaces supports understanding operators’ differential learning in multiple spaces. Such environments will provide for situations apt to develop various intelligence types, inspecting the environment, openness to experience, social interaction and engagement, and knowledge production through interaction. These environmental potentials should be exploited to bring about attendance needed for realizing interactive learning.
To this end, the study with a mixed-method design was carried out to introduce effective designing components for enhancing attendance leading to interactive learning in educational middle spaces. In the first phase of the study, using the document mining method, the sample population was formed from available resources and in the Delphi method, it consisted of 20 experts. The sample population in the second phase was a collection of 290 students from girls’ junior high schools in Lār city. The study began by document mining and examining resources followed by interviews with experts using the Delphi method. Then, users were surveyed using a researcher-made questionnaire. Finally, the obtained survey information was fed into the SPSS-23 software and data analysis was performed using factor analysis and Pearson test.
Findings showed the following for components in designing educational middle spaces with the aforementioned aim: ‘environment interactivity’ with a rate of 3.20, ‘environment searchability’ with that of 3.40, ‘environment eventability’ with 3.27, ‘variable and learning-enhancing environment’ with 3.01, environmental vitality’ with 3.44, ‘flexible and educable environment’ with 3.18, and ‘sociability of the environment’ with 3.22.
Results from the correlation tests show that all factors are positively and significantly correlated.

Keywords

Subjects

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  • Receive Date 24 November 2025
  • Revise Date 14 January 2026
  • Accept Date 10 March 2026