Frequency and patterns of use of shared multi-purpose spaces in open-plan schools were studied. Effects of environmental conditions categorized in two kinds, given conditions individual teachers do not have control over and user-set conditions teachers as building users determine, were analyzed. Purposes of and ways of arranging the use of multi-purpose spaces differed between teachers using the space more/less frequently. Teachers who used the space more often used the space not only for activities that require larger spaces but also to break down class sizes. Multi-purpose spaces were used less when there were more classes sharing the space. There was a strong correlation between furniture layout and frequency of use. When the furniture was set to articulate the space and provide more affordances, the space was used more often. Use of multi-purpose spaces was affected by the given conditions and in turn, user-set conditions and habitual use patterns within the given situation reciprocally encouraged (or discouraged) the use of spaces.
