A Case Study of the Impact of Learning Space Design on Student Collaborative Performance at Mingde Polytechnic Institute

Abstract

In the evolving landscape of higher education, the design of learning environments plays a critical role in shaping how students interact, collaborate, and perform. At Mingde Polytechnic Institute, a vocational institution in China, inconsistencies in group learning outcomes have raised concerns about whether current classroom designs effectively support collaborative learning. This study addressed the question of how learning space design influenced student collaborative performance, drawing on Environmental Psychology Theory to understand the behavioral impact of physical and digital educational environments. The objectives of this study were to examine the relationship between classroom layout flexibility, availability of collaborative learning zones, access to digital learning tools, and student collaborative performance. This study adopted a quantitative research design using a structured questionnaire to collect data from 280 full-time second- and third-year undergraduates enrolled in three academic departments. The sample was selected through stratified random sampling to ensure representation across disciplines. The questionnaire consisted of Likert-scale items corresponding to the study variables. Data were collected via an online survey platform and analyzed using descriptive statistics and Pearson correlation analysis. The findings reveal that all three independent variables have a significant and positive relationship with student collaborative performance. Among them, the availability of collaborative learning zones shows the strongest correlation, followed by access to digital tools and classroom layout flexibility. These results confirm that students are more likely to engage and perform well in group tasks when supported by adaptable, well-structured, and technology-enabled learning environments. This study concludes that the physical and digital aspects of the learning environment play a meaningful role in enhancing student collaboration. Institutions should prioritize flexible classroom designs, invest in clearly defined collaborative zones, and ensure effective access and integration of digital learning tools. These recommendations serve as a foundation for improving collaborative learning outcomes and optimizing space planning in vocational education contexts.

Keywords: classroom layout flexibility, collaborative learning zones, digital learning tools, student collaborative performance

6717195029 He Yuanqi, 2568 (2025). Advisor: Dr. Zhang Li, สารนิพนธ์ (Independent Study), A Case Study of the Impact of Learning Space Design on Student Collaborative Performance at Mingde Polytechnic Institute, นำเสนอในที่ประชุมวิชาการ (Conference), The 18th National and International Academic Conference 2025, ปริญญาโท (Master’s Degree), บัณฑิตวิทยาลัย (Graduate School), Master of Business Administration, International Business Management, Siam University, Bangkok, Thailand – มหาวิทยาลัยสยาม กรุงเทพมหานคร ประเทศไทย