Abstract:
The learning process and learning environments have an unbreakable, embodied relationship. In almost all instances, learning environments have a negative or positive influence on the learning process of students. In the first part of this paper, the concept of creativity has been defined using a variety of theories and interpretations, and a comprehensive framework for assessing creativity has been established. The second part analyses literature on creative learning spaces and develops a theory to be used as a guideline in evaluating the quality of such spaces. A detailed description of the methodology in which the research is carried out and how the two frameworks derived in the previous parts connects to this methodology is illustrated by the third part. The study concludes with a user perspective analysis where the perception of the students on studio spaces is used to investigate the relationship between spatial characteristics of space types in studios and intrinsic characteristics of creativity. The results indicate that there is a clear relationship between studio spaces and the intrinsic characteristics of creativity. Therefore, design studios should be specifically designed with careful consideration of prioritized spatial characteristics relating to each space type.
