The Three "A"s
of Immersive Science Learning

by Michael F. Holly, AIA, NCARB, REFP and Ryan Faulk, AIA, NCARB, CSI

In today’s science learning environment, there is a necessity to create spaces that recognize 21st century learning in an effective and meaningful way. Such an environment should completely support work, play and study through immersive learning in order to deepen the experience and fuel success. By placing students in an immersive environment, we are replicating different learning scenarios where students are “living the work.” We have identified three factors that create an immersive learning atmosphere.

An Atmosphere of Association

Association is the “hook” that is used to create an immersive learning environment. Similar interests and areas of study draw students in, and the immersive space allows opportunities for exploration, collaboration and growth.

In order to create this atmosphere, certain design strategies should be considered for a scientific learning environment. First, the space needs to provide both formal and informal collaboration spaces. These spaces should encourage “happy collisions” between faculty and students, faculty in different departments, between students who may not otherwise interact, and between non-science-focused students and science-focused students.

Second, transparency is paramount to create the “hook.” Visibly available science activity creates interest, interest creates active learning energy, energy produces inquiry, and inquiry accelerates more interest, energy and inquiry which leads to innovation.

Providing space for “happy collisions” are key to enhancing immersion.

This atmosphere of "association" is an attachment to a place – and once it happens, the more connected and more immersed students can become. Which leads us to the second “A.”

An Atmosphere of Attachment

Once students and faculty are hooked, the next step of the immersive experience is having a strong sense of connectedness and commitment to the learning environment. This creates the sense of “attachment” that makes you come back over and over again.

Design strategies to promote this sense of attachment should include support spaces where students can do their work outside of the laboratory and in communal spaces that allow participants to live daily within the space. The equipment and furniture should be as flexible as possible to accommodate active learning and have the ability to adapt to emerging areas of scientific discovery.

Informal spaces support students living within the environment. 

Finally, technology in the building also contributes to the atmosphere of attachment. Through technology, students are able to grow through connecting universally. They are able to collaborate with students, faculty and industry from other cities, states or countries.

In some circumstances, even the building itself can be used as a means to teach building systems, this furthering immersive attachment.

An Atmosphere of Accomplishment

The sense of "accomplishment" is the intersection between success and passion. It is the “sweet spot” where an individual can deepen understandings. When students feel successful and become passionate about the subject matter, the learning environment has reached the atmosphere of accomplishment. With an immersive environment, learning no longer becomes work, but a driver for accomplishment, then students have the greatest opportunity to succeed.  

Immersive learning accelerates the search for the "sweet spot" which is found at the intersection of success and passion. 

H/S EXPERIENCE

As human beings, we spend our personal and professional time within the built environment. As Architects, we are privileged to create spaces where people can gather, live, learn, work, eat, sleep and worship. Therefore, it is incumbent that we design spaces that enhance the quality of life and nurtures a greater passion for living. Our design approach is influenced by the environment, culture and community in which architecture exists. To take it further... We Design for Life.