COLLABORATION SPACES AND MIDDLE SCHOOL STUDENTS’
ENGAGEMENT IN LEARNING
Collaboration Spaces and Middle School Students’ Engagement in Learning
Yanira Oliveras1, Dalane E. Bouillion2, and Sara Koprowski2
1The University of Texas at Tyler
2VLK Architects
Abstract
This study explores middle school students’ perspectives on the use of collaboration spaces and their impact on student engagement in learning. Through qualitative analysis of focus group data from seventh and eighth graders, several key themes emerged. Students expressed a strong preference for increased utilization of collaboration spaces, highlighting their positive effects on motivation, engagement, and overall learning experiences. These spaces were appreciated for their ability to support interactive activities, provide freedom and comfort compared to traditional classrooms, and facilitate socialization and collaboration. Concerns about the underuse of these spaces were also noted, with students advocating for more regular integration into daily learning activities. The findings suggest that well-designed collaboration spaces can significantly enhance student engagement by promoting autonomy, emotional wellbeing, and focused learning. Implications for educators and school designers are examined, emphasizing the need for intentional design that aligns with students’ preferences and learning needs.
KEY TERMS: Collaboration Spaces, Student Engagement, Agency
Collaboration Spaces and Middle School Students’ Engagement in Learning
In recent years, educational settings have increasingly focused on the design of learning environments to enhance student engagement and learning outcomes. Among these innovations, collaboration spaces have garnered significant attention for their potential to foster student interaction, agency, and motivation. These spaces are designed to move beyond traditional classroom layouts, offering flexible and interactive environments that can adapt to various instructional strategies and student needs.
The importance of student engagement in the learning process cannot be overstated. Engagement is closely linked to academic achievement, motivation, and overall well-being.
Collaborative learning environments, where students work together on tasks and projects, have been shown to positively impact engagement by promoting active participation and a sense of ownership of the learning process. However, there is a need to understand how these spaces specifically influence middle school students, whose developmental stages present unique challenges and opportunities for engagement.
This study aims to explore the impact of collaboration spaces on middle school students’ engagement in learning. By focusing on student perspectives, we seek to understand how these environments affect their motivation, learning experiences, and overall engagement. Through qualitative analysis of focus group data from seventh and eighth graders, this research investigates key themes such as the use of space, student agency, and emotional well-being within newly renovated collaboration spaces.
Understanding students’ perceptions of collaboration spaces can provide valuable insights for educators, school administrators, and architects in designing effective learning environments. By aligning educational design with the needs and preferences of students, schools can create
spaces that not only enhance learning but also support students’ emotional and social development. This study contributes to the growing body of literature on innovative learning environments and offers practical implications for the design and use of collaboration spaces in middle schools.
Literature Review
In the evolving landscape of education, the integration of collaboration, agency, and engagement has emerged as a cornerstone for fostering dynamic and effective learning environments. Purposefully designed collaboration spaces are increasingly recognized for their potential to transform traditional educational settings by promoting student interaction, autonomy, and motivation. Understanding how these elements converge to influence student learning experiences is critical for educators, school administrators, and architects.
This literature review explores the relationships between collaboration, agency, and engagement within the context of purposefully designed learning spaces. By examining current research, we aim to highlight the theoretical foundations and empirical evidence supporting the use of these innovative spaces in enhancing student outcomes. The review delves into key themes, including the role of physical environment in learning, the impact of student agency on engagement, and the developmental trajectories of student engagement during adolescence. The literature review sets the stage for our study, which aims to investigate the specific impacts of collaboration spaces on middle school students’ engagement, motivation, and overall learning experiences.
Theoretical Framework
Constructivist Learning Theory posits that learners construct their own understanding and knowledge of the world through experiences and reflection. This framework supports the idea
that collaboration spaces can enhance learning by providing students with opportunities to engage in hands-on, collaborative activities that promote active knowledge construction (Piaget, 1952; Vygotsky, 1978). Completing the ideas espoused by the Constructivist Learning Theory, Self-Determination Theory (SDT) emphasizes the importance of autonomy, competence, and relatedness in fostering intrinsic motivation and engagement (Deci & Ryan, 1985). Collaboration spaces can fulfill these psychological needs by allowing students to exercise choice in their learning, work at their own pace, and interact meaningfully with peers.
Collaboration and Agency
Collaboration and agency are crucial to establishing an engaging and effective classroom learning environment. Creating classroom atmospheres where students see each other as collaborators as opposed to competitors is essential (Anderson, 2019, p. 24). Modern schools are designed to include a variety of learning areas to promote collaboration and transparency while accommodating learners’ and project needs (Oliveras-Ortiz et al., 2019). Truly innovative spaces enhance learning opportunities in various ways by decreasing pre-task setup, facilitating studentcentered lessons, equalizing participation, and allowing students to work with more classmates than they would in traditional classrooms (Gurzynski-Weiss et al., 2015).
Encouraging student agency fosters a sense of accountability for one’s education. Student agency requires that students possess both choice and voice in their learning. Additionally, teachers must design lessons that align closely with academic standards and establish parameters, all within a learning environment that encourages students to feel at ease taking risks and guiding their own learning journey (Williams, 2017).
When students are allowed to exercise agency in intentionally designed learning environments, they can be creative in how to utilize various spaces to enhance their learning as
well as that of their peers. (Charteris & Smardon, 2019). Furthermore, “students can exert an authentic influence on the taught and learned curriculum in the flexibility of these spaces” (Charteris & Smardon, 2019, p. 2). In newly designed learning spaces, student agency is developed through specialized instructional practices (Charteris & Smardon 2019). These specialized practices are influenced by the spaces where teaching and learning take place. Teachers can enable authentic, student-driven learning by allowing for flexible use of learning spaces (Charteris & Smardon, 2019). Empowering students with agency fosters their ability to make choices, set timelines, and establish goals, ultimately boosting their motivation and engagement.
Engagement
Engagement within the classroom requires actively involving students in the learning process, keeping them curious, interested, and focused. Students’ feelings about their learning environments impact their willingness to authentically engage in the learning process (OliverasOrtiz et al., 2019, 2020, 2021; Blumenfeld et al., 2006). “Purposeful design, aligned with a school organization’s instructional intentions has the power to create feelings of pride, make students want to engage at higher levels, and suggest the improvement of student achievement” (Oliveras-Ortiz et al., 2018). Classrooms themselves are not responsible for the engagement of students; instead, they serve as a foundational physical element in promoting student engagement depending on the instructor’s pedagogical approach (Bouslama & Kalota, 2013). Strategies for fostering an engaging classroom may include incorporating innovative spaces for hands-on activities, promoting collaborative grouping, providing student choice in learning modalities, and having the flexibility within space to cater to diverse learning styles. To engage students authentically, educators working in purposefully designed, adaptable spaces must understand the
implications space has on their instructional decisions and student interactions (Charteris & Smardon, 2019).
Trajectories of Student Engagement in Adolescent Years
Student engagement is a developmental outcome that can differ from one student to another due to the progression of biological, cognitive, and socioemotional developmental tasks, and ever-changing environmental factors that surround and influence a student’s situation. During adolescence, student engagement trajectories are impacted by factors such as family, peers, teachers, and connectedness to extracurricular activities (Mahatmya et al., 2012). Internal factors such as motivation, effort, interest, and self-regulation are also linked to student engagement trajectories (Christenson et al., 2012).
Engagement during the adolescent years can have a significant impact on a student’s academics, peer-to-peer relationships, and overall well-being (Kariippanon et al., 2019).
Christenson et al. (2012) noted that as a student progresses from elementary school to middle school, a decline in overall student engagement occurs. The decline in student engagement may be due to the change in teaching and learning methodologies or school environment (Christenson et al., 2012). The decline in adolescent student engagement is one reason school districts are rethinking their physical school environments, pedological approaches, and embracing the idea of flexible learning spaces (MCEETYA, 2008). Research indicates modernizations to the physical learning environment of middle school classrooms, aligned with student-centered pedagogy, can positively influence adolescent engagement (Kariippanon et al., 2019).
Lighting
Schools and educationally relevant spaces have become increasingly aware of how purposefully designed, well-lit classrooms can significantly improve students’ learning
environment and overall experience. Natural lighting and outdoor learning spaces provide positive psychological and physical benefits to both teachers and students. Oliveras-Ortiz et al. (2019) found that natural light is perceived to be a priority by students. Natural light promotes focus, regulates the circadian rhythm, and contributes to overall well-being, mental health, and comfort, therefore impacting academic achievement (Sleegers & Moolenaar, 2013).
Methods
The researcher, a former principal turned associate professor, replicated a study originally conducted at two elementary schools (Oliveras-Ortiz et al., 2021) to investigate the influence of school design on student engagement within a middle school setting. The motivation behind both the initial elementary school study and the subsequent middle school study stemmed from the curiosity of school designers regarding the impact of innovative school designs on student engagement. To address the research inquiry – namely, the effect of open collaboration spaces on student engagement in the learning process at the middle school level – a qualitative case study was conducted to answer a main research question: what impact do open collaboration spaces have on middle school student engagement in the learning process?
This involved gathering detailed accounts of students’ perceptions regarding their learning experiences in a renovated middle school featuring open collaboration areas throughout the campus. To delve into the students’ perspectives on the impact of these collaboration spaces on their engagement in learning, focus groups were conducted with seventh and eighth-grade students at the remodeled middle school, approximately two years post-renovation. Focus groups, a wellestablished research methodology in empirical studies for gathering collective viewpoints (Gill et al., 2008), were structured to elicit the students’ opinions and perspectives (Creswell, 2014).
Employing a protocol of questions, these student focus groups were recorded and subjected to
narrative analysis to identify recurring themes.
The research took place at a public middle school situated in Dallas, Texas. Consistent with the principles of qualitative research, this specific setting was deliberately chosen to capitalize on the contextual factors and perspectives of participants in addressing the research query (Creswell, 2014). With the cooperation of district and campus administrators, a convenience sample consisting of 33 seventh and eighth grade students, both male and female, participated in the focus groups. Information about the study was distributed by the campus principal who collected input from teachers who nominated a sample of students from varied backgrounds representative of the school’s population. Information about the study was sent to the parents of the students nominated by teachers and those who returned signed parental consent forms and were subsequently interviewed. It is worth noting that an additional female student who wished to participate did not furnish a signed consent form and therefore did not participate in the study.
Data Collection
The students ranged in age from 12 to 14 years old. Among the participants, there were 18 seventh graders and 15 eighth graders, with 19 females and 14 males. The students were distributed by grade level into small groups comprising four or five students, ensuring a mix of genders in each group. Semi-structured interviews were conducted with a total of seven focus groups: four groups comprised of seventh graders and three groups comprised of eighth graders. The interview protocol, outlined in Table 1, focused on exploring students’ experiences within the renovated facilities, aiming to explore the impact of the new open collaboration spaces on student engagement in the learning process. To validate the data, the researcher utilized member checking throughout the focus groups. When topics were mentioned by multiple students, the
researcher asked questions to confirm the accuracy and clarity of the interpretation.
Table 1
Student Focus Group Questions
1. When you think about spaces at your school, which ones are your favorite and why?
2. Are there spaces here that are different from your previous school? If so, how are they different?
3. You have open collaboration areas in your school. Will you describe those?
4. How do you use the open collaboration spaces?
5. Do you find your learning is different when you work in an open collaboration area?
6. What are your feelings about the spaces in the library at your school?
7. What are your favorite things about the space(s) at your school?
8. Do you think attending your school makes a difference with how much time and attention you personally give to your own learning?
9. Do you feel you have more enthusiasm when you learn in the open collaboration areas?
10. When you are doing your work, do you feel you spend more time doing your work when you are in the collaboration space or in the classroom?
11. How do you feel about your own behavior when you are in a collaboration space? Do you manage your behavior?
Data Analysis
The student focus groups were recorded, transcribed, and analyzed using NVivo, a qualitative software that aids in frequency and in vivo coding. Given that this study replicated a study previously conducted by the researcher (Oliveras-Ortiz et al., 2021) and the researcher had conducted additional studies where student focus groups were conducted on the topic of learning spaces (Oliveras-Ortiz et al., 2019 & 2020), the researcher began the coding process using deductive coding using a priori coding scheme (Kitsantas et al., 2023). The coding scheme used the themes identified in the original study at the elementary schools and subsequent studies. After original coding, the researcher analyzed the narrative using deductive, open inductive coding to identify any new themes not related to the findings of the previous studies. During the inductive coding process, the themes that were mentioned by at least one student in each of the focus groups were identified as salient and further explored in the data analysis process. The
common threads from the gathered responses were then discerned to draw conclusions and expand the literature regarding open collaboration spaces and the impact the spaces have on students’ engagement.
In addition to the researcher’s deductive and inductive coding, the data was uploaded to ChatGPT 3.5. The depth and sophistication of ChatGPT have been found to serve as reliable allies in interpreting information. The synthesis prowess of generative AI emerges as pivotal, empowering researchers and analysts to tackle intricate texts with greater efficiency (Lixandru, 2024). The data were organized, uploaded to ChatGPT 3.5, and analyzed using the prompt, “What evidence is there on the following data to determine if the collaboration spaces impact student engagement in learning?” The data sets were analyzed separately by each question from the focus groups. After the prompting the analysis of the data focused on the main research question, the following questions were also asked as part of the ChatGPT analysis:
• Is there evidence that students value room to learn and explore?
• In our research, we define student engagement as students’ commitment to learning. Is there evidence in the data that supports that the collaboration spaces foster student engagement?
• Is there evidence in the data provided that students notice any difference in the teachers’ happiness in these spaces?
• Are there any data to support that students value the ease of use and access in a way that impact their engagement in learning?
• Are there data to support that students are aware of how the collaboration spaces address or impact their learning preferences?
• Is there evidence of student agency in the data provided about students in collaboration spaces?
• Are there any other themes within the data that were not addressed in the previous questions?
Themes from the NVivo coding and ChatGPT were organized and overarching themes were identified, explored, and reported as findings.
Reflexivity
The researcher is cognizant of her positionality as a consultant for the architecture firm that designed the renovated spaces and commissioned the study. The principle of reflexivity was used during the interviews as well as throughout data analysis to minimize the researcher’s subjectivity to influence the study (Kitsantas et al., 2023). To minimize biases due the researcher’s subjective lens and relationship with the architecture firm, the researcher only asked the questions agreed upon prior to the focus groups and follow-up questions were intentionally general, to request further detail or for member checking, i.e. please explain, to avoid leading questions based on the researcher’s beliefs and teaching philosophy. Furthermore, rather than contradicting a participant, the team probed to understand more about a point of view when disagreement could have surfaced. To ensure the trustworthiness of the study, the researcher addressed the potential biases to ensure confirmability of the study (Kitsantas et al., 2023), while detailed information was provided regarding the design and methodology of the study to ensure its dependability (Kitsantas et al., 2023).
Moreover, the study was designed to establish reliability and validity of the findings. To ensure reliability, after coding the data the researcher provided the transcript with no identifiable information to another educator employed by the architecture firm for her to code the data as
well; both educators individually coded the entire dataset. The themes independently identified by the two educators were compared for reliability. In the case of discrepancies, the educators discussed the data supporting the themes to reach consensus.
For the student focus groups, triangulation was achieved in a variety of ways. First, the researcher conducted the interviews and identified the themes surfaced during the focus groups The unidentifiable data was provided to another educator who works at the architecture firm to analyze and identify themes. The two educators listened to and analyzed the interview recordings separately before collaborating to discuss the findings. The third round of coding was conducted using ChatGPT 3.5. The themes identified by the two educators were compared to those generated by ChatGPT. The final themes are those that emerged in all three separate analyses of the focus group data.
In conclusion, negative case sampling methods were employed to uncover unforeseen viewpoints. Anomalies, such as students’ remarks on their productivity in the classroom versus collaborative spaces, were scrutinized to assess their validity as alternative perspectives. This examination prompted an investigation into factors like students’ grade levels, ages, and perceptions of maturity in their responses to focus group queries. Through grounded inferencing, the study naturally revealed conclusions.
Findings
The three themes from the elementary school study were room to learn and explore, increased engagement in learning, and happier teachers (Oliveras-Ortiz et al., 2021). Themes from the other two studies included ease of use and access, learning preferences, space for collaboration, student agency, and natural light (Oliveras-Ortiz et al., 2019 & 2020). Data supported all previous themes except for happier teachers; hence, the theme was eliminated from
this study’s code book. Evidence was found to support all previous findings related to students’ beliefs regarding the importance of having collaboration spaces to learn and explore which increased engagement in learning (Oliveras-Ortiz et al , 2021), the perceived value of ease of use and access to collaboration spaces, students’ use of the spaces based on their learning preferences, the importance of having agency in the use of spaces which enhanced students’ engagement in learning, and the appreciation for natural light which students perceived to impact their learning and well-being (Oliveras-Ortiz et al., 2019 & 2020).
Coding led to the identification of new themes, which encompass and support the aforementioned findings (Oliveras-Ortiz et al., 2019 & 2020, & Oliveras-Ortiz et al., 2021), in addition to themes related to the impact collaboration spaces have on students’ perceived wellbeing and the impact maturity has on students’ utilization of the collaboration spaces and traditional classrooms.
Agency
Agency refers to the capacity of individuals to act independently and make choices that influence their own lives and the world around them. It encompasses the ability to make decisions, set goals, and take action to achieve those goals, while also considering the consequences of one’s actions. Agency implies a sense of empowerment, self-determination, and responsibility for one’s own actions and their outcomes. In the context of education, agency refers to students’ ability to take an active role in their learning, make meaningful choices about their learning experiences, and engage in activities that promote their personal growth and development. While the researcher did not explicitly ask about agency as defined above, the opportunities that the students valued reflected an appreciation for agency while in the collaboration spaces An eighth grader explained, “When an adult trusts us, the teacher allows us
to go out there. It’s an ego boost. You don’t want to disappoint the teacher – live up to that trustful reputation.” A seventh grader provided an example of opportunities when students demonstrated responsibility for their own actions and learning, while having the opportunity to socialize and also maximizing their time in school by saying, “In the morning, we sit there and study together for a test, work on projects, homework.” Another seventh grader shared how the collaboration spaces allow him to act responsibly as a result of his understanding of the consequences for his behavior. He stated,
When you are in the collaboration spaces, if someone is next to you talking up a storm, you get a chance to get away from them and go to a more secluded area to do your work, while in the classroom, there is nowhere else you can go.
Another student described how the collaboration spaces allow the students to make choices that influence their learning while taking responsibility for their actions. The student said, I feel some kids learn differently. Like some kids, it might be easier for them to learn when it’s just the teacher standing up there, but then (for) other kids, it might be easier for it to be in (a) quieter environment. Like he said, last year, when he would go and get his work done in the hallway because it’s more quiet and not much people talking and work at his own pace I feel it depends on the kid The collaboration space gives a good opportunity for a kid that needs a quiet environment to go out there and do, like, the test or quizzes or daily work at their own pace.
The findings related to agency in collaboration spaces highlight the significant impact of autonomy, flexibility, and opportunities for independence on student engagement in learning. Students expressed a strong desire for autonomy and choice in their learning experiences, emphasizing the importance of being able to make decisions about their work and how they
approach tasks. The flexibility afforded by collaboration spaces allows students to adapt their learning styles and preferences, fostering a sense of ownership over their education. Furthermore, the opportunities for independent and small group learning empower students to take initiative and express themselves confidently, leading to increased engagement and motivation. Student choice and autonomy emerge as key factors in promoting a sense of agency within collaboration spaces, ultimately enhancing the overall learning experience for students.
Emotional Well-Being
Emotional well-being in an educational context refers to the state of mental and emotional health that students experience within the learning environment. It encompasses feelings of security, contentment, and confidence, as well as the ability to manage stress, cope with challenges, and maintain positive relationships. An eight grader’s candid response to one of the questions illustrates the positive impact the collaboration spaces have on students at this middle school,
Last year, I had really bad anxiety, and I had accommodations to go outside to go to the collaboration space to do the work by myself. And that helped me a lot because I would have so many people talking and stuff I could get all my quizzes and tests done really fast.
Seventh and eighth graders consistently spoke about a sense of freedom and reduced stress when working in the collaboration spaces. The following are quotes that illustrate the students’ sentiments about the learning spaces at their school. A student said, “I feel people look forward to learning when we are outside in the collaboration space because, like I said before, it’s more free.” Another student shared, “It just makes learning more memorable … With new surroundings, new experiences, it makes it more exciting, more energetic sometimes.” While
another student stated, “You definitely get to say what you say more, because there aren’t a bunch of kids. The teachers don’t tell you to be quiet. You can express what you are trying to think.” While two others expressed their feelings about the spaces as follows:
• I think, now there is more opportunities to learn in more open areas. Which helps me because, I think, constantly being in a closed environment can be a little stressful. Feels more freeing to work outside and be able to move around.
• In the collaboration spaces, I want to be on my best behavior, there are a whole bunch of teachers around so at any moment they can walk out; but sometimes, when I’m with my friends, we make jokes since we can actually talk, but that just makes me happy, and we do more work.
The findings of the study underline the significance of emotional well-being within the educational context. The study revealed that in collaboration spaces, students experience a comfortable and supportive environment, which plays a crucial role in promoting their emotional well-being. Within these spaces, students expressed a sense of freedom and independence, allowing them to authentically engage in their learning experiences. Furthermore, the study found that teachers’ expectations significantly impact students’ emotional well-being, with supportive educators fostering an environment where students feel empowered to explore and take risks. Additionally, the findings indicate that collaboration spaces offer reduced anxiety and distractions compared to traditional classrooms, enabling students to focus more effectively on their tasks. Finally, the positive social environment in collaboration spaces promotes a sense of belonging and mutual respect among students, further enhancing their emotional well-being and creating an atmosphere conducive to learning and growth.
Enhanced Focus, Motivation, and Productivity
For the purpose of the study, and based on the findings, enhanced focus, motivation, and productivity in an educational setting refer to the positive impact of various factors on students’ ability to concentrate, stay engaged, and achieve higher levels of productivity in school. The following statements illustrate the students’ beliefs about the collaboration spaces and their engagement in the learning process.
• “I feel like you can work at your own pace. You can do what’s right for you, not how fast the class is going. Or you can go fast, you know.”
• “I get more done in the collaboration spaces, less distractions in the hallway. It’s a calm, peaceful.”
• “It’s (the collaboration space) not as distracting even if people are walking by We can focus more Better opportunities to learn.”
• “It’s a better built environment for me, my learning style.”
• “It’s easier for me to do work in the collaboration space instead of being in class with a lot of people … it’s not as compact.”
• “For me, noise affects how I pay attention to stuff … classrooms are very loud, things echo, kids are shouting sometimes, it’s just loud, very distracting.”
• “Inside the classroom, I feel like people get a lot of tension; when they go outside in these spaces, the tension goes away when you are outside the classroom.”
• “I get work done faster. It’s faster because in the classroom, it’s hard to focus. In the classroom, it’s loud it’s nice and calm, it’s not loud, and you are like, ‘ok, I can focus now.’”
• “In the classroom, there are people and things all over, trying to talk to you, getting your attention. But in the collaboration space, which is outside the classroom, (it’s) supposed to be quiet to not disturb other things, other classes, and that just hushes everybody up.”
When asked about enthusiasm for learning when working in the collaboration spaces, a student explained the groups’ sentiment of enhanced motivation to do the work by saying, “You are separated from the teacher. Sense of freedom, independent, just makes us more motivated.
Oh! You are big kids now; we can be by ourselves.” Likewise, another student said, “Independent, responsible of what we are going to do with our work, not just because the teacher is there.”
The study revealed that a change of pace and focus, coupled with varied learning activities, contributes to enhanced focus and productivity among students. Additionally, students reported that collaboration spaces provide a positive learning environment that reduces distractions, thereby enabling them to maintain their focus and to engage more effectively in learning. Students indicated that the reduction of distractions leads to increased engagement, motivation, and enthusiasm for learning, as they feel empowered to take responsibility for their own learning and work autonomously. Moreover, the study finds that collaboration spaces positively impact students’ interest, motivation, and creativity, enhancing their overall school experience and fostering a sense of autonomy and responsibility.
Enhanced Socialization and Collaboration
Enhanced socialization and collaboration in an educational setting, as supported by the findings of the study, refer to the positive impact of collaboration spaces on students’ ability to interact with peers, engage in collaborative activities, and build a supportive community.
Throughout the interviews, students spoke about the use of the collaboration spaces as places to work with classmates but also, places to socialize, become part of a community, and interact with others outside of their classes. Students consistently shared about the impact the collaboration spaces on their socialization by saying:
• “It’s a community thing that we have built. We are friendly to each other. In the morning, a bunch of people just go there, sit around and talk, before the bell rings.”
• “In the morning, before school, everyone meets upstairs and hangs out, socialize (in) it. I think it’s really cool.”
• “Aside the whole academic part of it and being able to learn better … it’s also in the morning, it’s a good social place to talk to people, everyone knows where it is ... upstairs, there are many classrooms surrounding it … nice to have conversations before class starts.”
Although socialization was a prevalent topic when describing the learning spaces and how those spaces are used, students also expressed their appreciation for opportunities to work together in the collaboration spaces. When asked where they spent more time doing their work, two students explained the consensus of the groups. A student said, “I feel like, I get more work done in the collaboration space because … I don’t know how to explain … you can talk to your friends, come up (as a group) with answers.” While another seventh grader said, I think if I go to the collaboration space, I never go alone I always have a friend or a couple of friends; it’s more social than being in the classroom, you know, not always sitting next to that friend and getting more work done instead of socializing. The study revealed that collaboration spaces promote enhanced interactivity and socialization among students, fostering an environment where peer interaction and group work
thrive. Students reported that they appreciate access to and the openness of the collaboration spaces, which supports increased interaction, engagement, and positive social dynamics. Furthermore, collaboration spaces facilitate peer interaction and group dynamics, allowing students to work together effectively and contribute to the overall learning experience. This positive social environment promotes community building, encourages social interaction, and enhances student engagement with the learning process. Enhanced socialization and cooperation in the collaboration spaces are achieved through the creation of supportive environments that promote peer interaction, group work, and positive social dynamics, ultimately enriching the overall learning experience for students.
Maturity and Academic Versus Social Aspects. While the findings consistently support the students’ appreciation for the increased opportunities for socialization and cooperation in the collaboration spaces, the analysis revealed disparities between seventh and eighth graders’ perceptions of their school environment, particularly in their attitudes towards academic and social aspects, depth of reflection, and engagement with learning spaces. Table 2 provides statements from seventh and eighth graders regarding the use of the cooperation spaces illustrating the difference in the maturity and the depth of the students’ responses.
Eighth graders exhibited a more mature and nuanced understanding of their surroundings, emphasizing academic priorities, environmental impacts, and personal responsibility for effective use of spaces. In contrast, seventh graders, who were in their first year at the school, tended to focus more on immediate comforts and social interactions, with less attention to academic considerations and environmental influences. This natural but significant developmental progression suggests the need for tailored approaches in designing and using collaboration
spaces to cater to the evolving needs and preferences of students as they advance through different grade levels, thereby optimizing their learning experiences.
Table 2
Examples to Compare Seventh and Eighth Graders
Seventh Graders Eighth Graders
I can get a bit off track in the collaborative spaces.
I work harder in the classroom; in the collaborative space, there aren’t as many teachers watching you. So, I feel like I would kind of take that time to goof off a little bit more than in the classroom.
Preference for Collaboration Spaces
Independent, responsible of what we are going to do with our work, not just because the teacher is there.
When you think of school, you think of staying in the classroom with the teacher up front talking. You don’t think of staying in an open collaboration space with your friends, because, like obviously, we are doing work and stuff, but I think it’s just … like if you can talk a little bit, it makes it 10 times better
Based on the findings of the study, it is evident that students exhibited a clear preference for collaboration spaces. This preference is defined by the students’ strong desire for increased use of the collaboration spaces, driven by the benefits the spaces offer in terms of social interaction and community building. Students consistently suggested the teachers should utilize the collaboration spaces more often. The statements ranged from simple such as,
• “Teachers should be encouraged to use the collaboration spaces.”
• “If I could do all my work out there, I would.”
• “I feel like they are such perfect spaces, but I mean, the teachers also (have) just a lot of things that they have to fit into their busy schedule, but it would be great if we could use them more.” to more detailed responses with reasoning for their desire to spend more time in the collaboration spaces, including:
• “I just think … how like that upstairs the collaboration space is, it’s just a change of pace. And a change of pace makes everyone more awake, like, oh, we are doing something new. It’s not the same mundane; it’s just different.”
• “Sometimes, I don’t know why, but if I’m in the collaboration space doing work, I find myself being a little bit more creative with my answers. (Other students agreed.) I think it’s a space thing because you have so much space. For example, with homework, instead of just writing the answer, I might add more to it and make it actually complete.”
• “In the classrooms, we have assigned sitting. If we are doing a project with your friends, you have more fun time, you are more interested, instead of doing it with strangers, people you don’t know. In the collaboration, when we go out there, you sit by your friends, work with them, you are more enthusiastic about what you are doing. It’s more fun when you do it that way.”
• “I wish you did more things in the collaborative areas and not so much in the classroom. Once you get into the classroom, you are like, ‘okay’; when you are in the collaborative areas you are like, ‘yeah, let’s go!’ Going to the collaborative area, it should be like going into the classroom – usual, normal for you.”
• “Collaboration space … it just makes learning more memorable. Because when you are in the classroom every day, it’s the same old thing, and it gets boring. With new surroundings, new experiences, it makes it more exciting, more energetic sometimes.”
The study shows that students have a desire for more opportunities to engage in collaborative activities and utilize these spaces for their learning experiences. They valued the
social interaction facilitated by collaboration spaces, recognizing them as environments conducive to community building and peer engagement. This preference underscores the importance of collaboration spaces in fostering a sense of belonging, promoting peer interaction, and enhancing the overall educational experience for students. In summary, the preference for collaboration spaces is defined by students’ desire for increased use, driven by the positive social interaction and community building opportunities they provide within the educational context.
Natural Light
Students expressed a deep appreciation for the abundance of sunlight in their learning spaces, recognizing its significant impact on their focus and productivity. They noted the presence of windows, both within classrooms and in collaborative areas, as instrumental in creating a sense of openness and connection to the outside environment. The natural light filtering through large windows was particularly valued for its contribution to a pleasant learning atmosphere. Additionally, students highlighted how well-designed spaces, coupled with ample sunlight, enhanced the overall experience within the school environment. Moreover, they acknowledged the influence of environmental factors such as windows and clocks on their perception of time, indicating that a well-lit environment facilitated a more positive engagement with learning activities.
Students communicated their enjoyment of the natural light throughout the focus group interviews. An eighth grader said, “My favorite place is in the library, because there is more sunlight. The sunlight is just magical. It feels comfortable.” Another eighth grader concurred by saying, “It’s nice to have the natural light from the sun. It helps me get more work done.”
Seventh graders also expressed their appreciation for the windows that allow them to see outside and have natural light in their learning spaces When asked to compare previous learning spaces
in a school without collaboration spaces and their current school, one student shared, “I feel like, in terms of collaboration, it’s a lot better (when) we have all these windows. We have collaboration spaces, and each one is awesome. There is more freedom.” While another student explained the impact of the windows in his experiences, “Last year, there were no windows near my classrooms, it felt like school lasted forever.” When asked to clarify which windows the students were referring to, one of the seventh graders explained, “I was thinking of both. Because when I’m inside, when there are no windows, it doesn’t feel as spacious.” While another student said, “My seat in the classroom is right by the window. The window really helps the ambiance of the place. It’s really warm and nice.”
The data analysis highlights the significance of collaboration spaces in nurturing student engagement in learning. From fostering preferences and perceptions to offering a sense of freedom and autonomy, these spaces provide students with environments conducive to active participation and exploration. Moreover, the differences observed in maturity levels between seventh and eighth graders underscore the evolving nature of student engagement and agency within educational settings. By recognizing the value of collaboration spaces and understanding their impact on student engagement, educators can leverage these environments to create more dynamic and enriching learning experiences for students.
Implications
As school leaders and architects continue to work together to design learning environments that best support the instructional intentions of the school district, it is important to consider the aspects of design that students find the most conducive to their own learning. Listening to the opinions of students provided powerful insight to the use of collaboration spaces and the employment of natural light as influential elements impactful to learning. Students’
feelings about collaboration spaces, unlike traditional classrooms, should inform the decisions that both educational administrators and architects make with future design opportunities. The study’s findings support the following implications of the intentional design used in the renovation of the middle school studied. The opinions of the students affirmed the designers’ decisions or provide input for the need for varied approaches.
Emotional Well-Being
When asked to describe why the open collaboration areas were some of their favorite places, students reported that they were “chill” and “less like school” suggesting the setting was radically different than the school environment in which they were accustomed. One student reported that the collaboration spaces were “more like home” and provided an area to “belong” supporting the notion of personal emotional well-being. Understanding these areas provide for a reduction in “anxiety” and “less tension” underscores the importance of including spaces that differ from the traditional classroom.
One student stated “some kids learn differently” allowing the researchers to connect the student’s learning needs with designed space. “Quieter and calm” were additional attributes associated with the collaboration areas that were described. With this in mind, these comments challenge the design of future opportunities with spaces that are less traditional and promote areas for comfort and well-being. The possibilities for this type of space that conjures this type of personal feeling are endless with the creative minds of designers.
Preference for Collaboration Areas
Students felt their learning was different when they were allowed to use collaboration spaces. The appreciation of a space that felt “less like school” and “more business-like” speaks to the configuration and placement of the open collaboration areas within the building, as well as
the furniture selections. The use of the space was directed by the teacher as well as requested by students, and varied depending on the academic content area and the teacher. The importance of socialization during learning and of the adolescents’ development needs were evident throughout the focus groups. The findings illustrate that open collaboration areas provide an environment for both to be addressed simultaneously.
Small group learning opportunities are easily achieved with an open collaboration area. Students enjoyed this arrangement as they learned by asking questions of their peers in a setting that supported a variety of learning groups. Students viewed their own learning as relevant when allowed to use open collaborative spaces. Students also appreciated the learning stations placed in the collaboration areas, and looked forward to both the learning approach, and the location of the learning experience.
Creating areas that allow students to feel learning is different for them, and by different, they implied better, should inspire design. Students who shared “anything can happen in a collaboration space” and collaboration spaces “are not as distracting as people think” assist designers with opportunities to engage appropriate and meaningful adjacencies with the proper amount of transparency, ensuring adequate levels of both safety and supervision
Heightened Socialization and Enthusiasm
The eighth-grade students were highly enthusiastic to use the open collaboration areas. Their ability to balance academic expectations while engaging in socialization with peers was discussed in depth. They cited examples of academic work with detailed memories, suggesting the impact of their learning. Learning was simply “more fun” when it took place in open collaboration areas. Although learning is serious, nothing prevents the design of a lesson to be fun; hence, increasing the probability of producing enthusiastic learners. Additionally, this notion
gives designers the confidence to create novel areas that assist with facilitating an opportunity for learning to be fun. By designing space that welcomes students to an area where they are “excited to go out there” continues to support learning that is meaningful to students and suggests the desire for non-traditional learning areas. Creating conducive environments with the appreciation of student opinions allows the generation of space ideas to be created with focused intentionality. Design creates opportunities for students to be more enthusiastic learners. Academic instructional models, pedagogy, and teaching methods should inform design efforts that support socialization and enthusiasm.
Appreciation of Natural Light
Students reported the positive feelings they have about the use of natural light in the learning environment. Consistently, students spoke of the natural light that floods the library with transparency to the outdoors that offers a view. Designers should continue to study existing opportunities to bring the feel of outdoors inside when designing a renovated campus. Taking advantage of picturesque views, or sights of substantial foliage, was both pleasing to and appreciated by the students.
Students spoke of the ability to complete their homework within areas of the library that provided views. They revealed these are the most popular areas for students to gather in the library to work both independently and with a small group, or tutor. All of the preferred areas were around the perimeter of the library with substantial views to the outdoors and of the mature trees that populate the site. Taking advantage of a site where a view could exist should be a design priority.
Agency and Recommendations from Students
Without prompting, some students offered suggestions, using their confident voices practicing agency. The researchers felt it important to include students’ recommendations in the implications portion of the manuscript, as they speak to both the practice of educational administration and design – the two main intended audiences for this research. Students asked for teachers to be encouraged to use the collaboration spaces more often. Students consistently recalled an interdisciplinary lesson on the Texas Revolution that took place in a large open area. Details associated with the lesson were impressive. Students felt that the location of the lesson impacted their learning. They requested more lessons like this one, with space that supported whole-class stations. This speaks to the importance of a large group instruction space. Having the ability to locate this type of open area so that teachers can share space as the scope and sequence of curricula directs was found to be an important aspect of this renovated school.
Students suggested that a “choice of space would be a good idea” elaborating that students have different “learning styles” that should be considered. Some gave examples of how time seems to move faster because of the focus achieved in this type of space. Another asked for a regular opportunity to use the open collaboration areas in an attempt to “normalize” the use of collaboration space. With learning styles in mind, the design of collaboration space should allow for student collaboration, as well as focus areas, depending on the learning assignment and learning inclinations of the student. Some prefer a quiet area, while others need a group area. Design can accomplish a variety of small group learning needs using the learners’ lens for preferences.
More “things in the collaboration spaces” were requested by students to provide more support for their learning. When probed, students suggested more furniture, tables, materials, and
opportunities. Specifically, resources in the collaboration spaces near the appropriate academic content were suggested as improvements to support learning. Even the simple addition of books that relate to the content area where adjacent collaboration areas were located were suggested as enhancements for the spaces.
Students were empowered to practice agency as part of the focus group, offering suggestions to continue to improve the collaboration areas they found beneficial. They articulated needed additional enhancements to support their learning. Students communicated their engagement in learning, but also the hope for continual improvements, suggesting their comprehension of the connection between engaged learning and collaboration areas.
Limitations
While this study offers valuable insights into the impact of collaboration spaces on middle school students’ engagement in learning, several limitations should be acknowledged. The relatively small sample size of 33 students from a single middle school in North Dallas may limit the generalizability of the findings to other educational settings. The use of focus groups as the primary data collection method, although providing in-depth perspectives, may have introduced biases due to peer influence and the subjective nature of qualitative data.
Additionally, the researcher’s dual role as a former principal and consultant for the architecture firm involved in the school’s renovation could have influenced the interpretation of the data despite efforts to minimize bias through reflexivity and triangulation.
Furthermore, the study captures students’ perceptions approximately two years postrenovation, offering a short-term perspective on the impact of these spaces. Longitudinal studies are needed to assess the long-term effects on student engagement and academic outcomes. Finally, the study primarily focuses on students’ perspectives, excluding valuable insights from
teachers, administrators, and parents that could provide a more comprehensive view of the impact of collaboration spaces. Considering these limitations helps contextualize the findings and suggests directions for future research to build on these initial insights.
Conclusions
The findings from this study provide significant insights into the impact of collaboration spaces on middle school students’ engagement in learning. The results indicate that these spaces not only enhance students’ focus, motivation, and productivity but also promote emotional wellbeing, socialization, and a sense of autonomy. The ability to work in flexible, well-designed environments allows students to take ownership of their learning, which in turn fosters higher levels of engagement and academic achievement. Importantly, the differences in responses between seventh and eighth graders underscore the need for tailored approaches to the use of these spaces, considering the developmental stages and maturity levels of the students.
Middle school students shared their perspectives and experiences related to their preferences in renovated spaces that offered new opportunities for collaboration and engagement that extended the academic learning environment. The student who felt compelled to offer the idea that open collaboration spaces created a “better built environment for me and my learning” accentuates the importance of intentionally designed space for students for a variety of reasons. Those reasons include personal preferences, support for instruction that varies via academic content, students’ well-being, fluctuation in instructional performance pace, and socialization needs of the adolescent.
The catalyst for the design of public schools should be a reciprocal conversation between the expert client who understands the instructional intentions for the space in which instruction will occur, and the expert architect who understands how to take the desires of the client and
design spaces that support teaching and learning goals. This type of relationship yields the most productive learning environments for students. The students in this study benefitted from this type of expertise appreciation between the school district’s educational leaders and the educational architectural firm.
Future research should continue to explore the long-term effects of innovative learning environments on different student populations and educational contexts. Additionally, investigating the specific instructional strategies that best utilize these spaces can provide further guidance for maximizing their benefits. Ultimately, this study contributes to the growing body of evidence supporting the transformation of traditional classrooms into collaborative, studentcentered spaces that foster a holistic approach to education.
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