Practical Trial to Rate Learning Environment of a University

Abstract

  This study aims to use the extended version of Learning Space Rating System (LSRS) in an informal-learning environment and elucidate its effectiveness, issues, and prospects. The author valuated four learning commons of a Japanese university using the extended version of LSRS, and analyzed them using Keep-Problem-Try (KPT) analysis. The results indicated that we measured whether supports and operations of informal-learning environments were integrated with campus context. For example, in the case of the university, the active-learning spaces were aligned with the academic strategy, the learning commons were operated based on research and assessment, and students obtained operational supports. Moreover, the learning space designs were reviewed using the extended version of LSRS. Specifically, the university received a positive rating for environmental quality such as daylight, temperature, visibility, and their control. However, the commons had an issue in immersive technology and inclusion. Further, the extended version of LSRS may not provide accurate scores because of the diversity of informal-learning space strategic plan. For example, commons of the university designed to quiet environment may not require immersive technologies. One possible solution for this is to prepare multiple-choice sections based on campus context. The “newest” LSRS also requires added and adjusted sections about Digital Transformation (DX) post COVID-19.