Investigating the role of physical learning environments in the formation of personal behaviors toward a high-quality learning process

This study aims to evaluate specific elements and models used in physical learning environments and their effects on student behaviors. Specifically, the study evaluated behavioral and environmental factors and their impact on educational qualities. These behaviors include: motivation, peer interaction, team working, critical thinking, and creativity. The study further evaluated the association between two groups of behavioral and environmental factors with two closed-ended questionnaires with a sample size of n=384. The questionnaires' reliability was calculated with Cronbach's alpha. The results from the confirmatory factor analysis (CFA) and Structure Equation Modeling (SEM) revealed that the questionnaires had very good measurement properties. The collected data was analyzed using a descriptive and inferential statistics technique. The research hypotheses were tested using the SEM technique. In consequence, learning quality within SEM modules was shown dependent on external triggers. Conclusions for adequate educational settings to develop educational environments are discussed. Flexibility of design studios’ furniture arrangement and also use of architectural elements in design studios ranked the highest as the impressive environmental features in the study. At least 12 feet ceiling height for design studio ranked the lowest in the study. The richness of the findings shows that this was a relevant and efficient data collection strategy for the purpose of this study.