Report

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SEATING ARRANGEMENT TO ENHANCE LEARNING IN

CLASSROOM
DISSERTATION REPORT
Submitted by
Udhav C Ajith
EQASEBC038
UNIVERSITY OF CALICUT
BATCHELOR OF ARCHITECTURE
MES COLLEGE OF ARCHITECTURE, KAKKODI, KOZHIKODE- 673611

NOVEMBER 2022
0

CLASSROOM
A DISSERTATION REPORT
Submitted by
Udhav C Ajith
EQASEBC038
Guided by
Ar. Steffy Thomas
UNIVERSITY OF CALICUT
In partial fulfillment for the award of the degree of

BACHELOR OF ARCHITECTURE
MES COLLEGE OF ARCHITECTURE, KAKKODI, KOZHIKODE- 673611

NOVEMBER 2022
0
CERTIFICATE
Udhav C Ajith
EQASEBC038
A bonafide student of
MES College of Architecture, Kakkodi, Kozhikode under Calicut University, Kerala, India
Bachelor of Architecture
Certified that this Dissertation report on
CLASSROOM
is the bonafide work of

Mr. Udhav C Ajith
who carried out the project work under my supervision. The student has
incorporated all the corrections and suggestions made.
Ar. Vijaya Nhaloor

Principal, MESCOA
Dissertation Coordinator:
Ar. Arshadul Islam

Asst. Professor, MESCOA
Guides:
Ar. Steffy Thomas

Asst. Professor, MESCOA
Viva- voce Examiners:
Internal External External

1. 1. 2.
i
ABSTRACT
We live in a society where human psychology and wellbeing is considered as a prime factor of
living. In schools there are many factors that focus on these things and seating arrangement is
one of those. The focus is on the teaching and learning activities, and the school space and
classrooms in which these activities take place are often not even considered. Only a few
educational researchers focus on the relationship between the architecture of the classrooms and
the learning that takes place within these classrooms. Very few educational institutions focus on
the architectural features that could help in improving the learning atmosphere of a classroom.
The visual appearance can change the ambience of the space and this could serve the purpose of
that space. To understand student comfort, particularly in terms of furniture there should be
analysis done based on arrangement of the furniture and the seating arrangements, since different
room arrangements serve different purposes, it is necessary for classrooms to have some degree
of flexibility. ‘Ownership’ of space and equipment by both teachers and students is important (in
terms of elements present in the room). This will also make us understand teacher’s behavior in
different seating arrangements, social and emotional learning of the student, understanding
teacher’s belief or considerations on gender etc.
ii
MES College of Architecture, Kakkodi, Kozhikode
ACKNOWLEDGEMENT
First and foremost, I want to say how grateful I am to Ar. Steffy Thomas for her steadfast help
and tolerance during the course of my dissertation study and research. Her advice gave me the
assurance I needed to successfully complete the study. Moreover, I would like to use this chance
to express my gratitude to all faculty members, Ar. Arshadul Islam and Ar. Subin C. Jacob in
particular, who kindly provided their time to discuss and offer helpful criticism on my work.
Their assistance with my dissertation is much appreciated.
CONTENT
v
S
ABSTRACT....................................................................................................................................i
ACKNOWLEDGEMENT............................................................................................................ii
LIST OF FIGURES......................................................................................................................vi
CHAPTER 1: INTRODUCTION................................................................................................0
1.1 INTRODUCTION.................................................................................................................1
1.2 Aim........................................................................................................................................1
1.3 Objectives..............................................................................................................................1
1.4 Scope......................................................................................................................................1
1.5 Limitation..............................................................................................................................2
1.6 Methodology..........................................................................................................................2
CHAPTER 2: LITERATURE STUDY.......................................................................................3
2.1 Classroom styles................................................................................................................4
2.1.1 Traditional lecture classrooms........................................................................................4
2.1.2 Breakout style classrooms..............................................................................................5
2.1.3 Discussion or seminar style classroom...........................................................................5
2.1.4 Tiered style classrooms...................................................................................................6
2.2 Classroom seating arrangement.............................................................................................7
2.2.1 Traditional seating arrangement.....................................................................................8
2.2.2 Roundtable......................................................................................................................8
2.2.3 Horseshoe or semicircle..................................................................................................9
2.2. 4 Double Horseshoe........................................................................................................10
2.2. 5 Pods (groups, pairs).....................................................................................................11
CHAPTER 3: LITERATURE CASE STUDY..........................................................................12
3.1. Indian Institute of Management, Ahmedabad....................................................................13
3.1.1 About............................................................................................................................13
3.1.2 Classrooms and seminar rooms....................................................................................13
3.1.3 Tiered style and U-shaped seating arrangement...........................................................14
3.1.4 Plan and Details............................................................................................................14
MESCOA DISSERTATION 2022
3.2 Indian Institute of Management, Bangaluru........................................................................15

3.2.1 About............................................................................................................................15
3.2.2 Classrooms and corridor...............................................................................................15
3.2.3 Key plan and segregation of classrooms......................................................................16
3.2.4 Typical plans of classrooms..........................................................................................17
CHAPTER 4: ANALYSIS AND DISCUSSIONS.....................................................................18
4.1 Survey analysis....................................................................................................................19
4.2 Comparative Analysis of Classroom Style based on survey and case study.......................22
4.3 Comparative Analysis of Classroom Arrangement based on survey and case study..........24
CHAPTER 5: INFERENCE AND CONCLUSION.................................................................26
5.1 Inference..............................................................................................................................27
5.2 Conclusion...........................................................................................................................27
BIBLIOGRAPHY......................................................................................................................28
SEATING ARRANGEMENT TO ENHANCE LEARNING IN CLASSROOM vi

vi
LIST OF FIGURES
Fig. 2.1.1.1 Traditional lecture classroom style...............................................................................4
Fig. 2.1.2.1 Breakout classroom style..............................................................................................5
Fig. 2.1.3.1 Discussion or seminar classroom style.........................................................................6
Fig. 2.1.4.1. Tiered classroom style.................................................................................................8
Fig. 2.2.2.1 Roundtable seating arrangement..................................................................................9
Fig. 2.2.3.1 Horseshoe seating arrangement..................................................................................10
Fig. 2.2.4.1 Double horseshoe seating arrangement......................................................................10
Fig. 2.2.5.1 Roundtable seating arrangement................................................................................10
Fig. 3.1.2.1 Key plan of IIM Ahmedabad showing classrooms....................................................11
Fig. 3.1.3.1 Teacher’s view...........................................................................................................14
Fig. 3.1.3.2 Student ’s view...........................................................................................................14
Fig. 3.2.3.1 Key plan of IIM, Bengaluru.......................................................................................15
Fig. 3.1.4.1 typical plan of a classroom of IIM.............................................................................16
Fig. 3.2.1.1 IIM, Bangaluru...........................................................................................................16
Fig. 3.2.3.2 classrooms plan of IIM, Bengaluru............................................................................16
Fig. 3.2.4.1 Typical classrooms plan of IIM, Bengaluru...............................................................17
0
CHAPTER 1: INTRODUCTION
1.1 INTRODUCTION
Every space is defined by the means of elements, furniture, color, lights etc. Designing
classrooms for students that best promote efficient teaching has sparked curiosity throughout
education history. The goal has been to select spatial designs for children’s classrooms that likely
influence both pedagogy and experience in meaningful fashions. These factors help making the
space more livable and understanding the use of 3 the space. A classroom is a space where
students and teachers are connected to each other by the means of learning and teaching.
Teachers have the ability to change the space in terms of physical arrangements of the space and
also understanding the feasible arrangements that could make the student increase his/her interest
in the learning activity. Indian schools follow predominantly teacher centric approach of
education. The majority of the time spent in school is the classroom. This makes classrooms the
most significant spaces for learning. The seating arrangements could make a major impact on
students emotional, physical and social behavior. They could have a social relationship with their
classmates, have interaction about studies, understand each other and many more. The classroom
should be designed in such a way that it could give the students and teachers a comfort and sense
of belongingness to the place.
1.2 Aim
To study and identify a feasible seating arrangement in theory class for age between 13 to 17
years.
1.3 Objectives
 To study different types of classroom styles.
 To study different types of seating arrangement in a classroom.
 To identify which classroom style and seating arrangement give maximum productivity
to students.
 To identify which classroom style and seating arrangement best for teachers to teach.
SEATING ARRANGEMENT TO ENHANCE LEARNING IN CLASSROOM 1

1.4 Scope
 The research study is done to understand the feasible seating arrangements for a
group of 30 students in the classroom. This study focuses on the students of higher
primary school of age 13 years to 17 years in India.
1.5 Limitation
 This research study takes into consideration of only the feasible seating arrangements in
classrooms.
 This only focuses on the age group between 13 years to 17 years students and the
teachers.
1.6 Methodology
DATA COLLECTION CASE STUDIES
Literature case studies

Classroom
design
Types of • Traditional lecture Indian Institute of Management,

classroom • Breakout style Ahmedabad
styles • Discussion or seminar
• Tiered style • Architects: Louis Kahn
• City: Vastrapur, Ahmedabad
• Country: India
Classroom • Traditional arrangement

seating • Round table
arrangements • Horseshoe or semicircular Indian Institute of Management, Bangaluru
• Group pods
• Architects: Dr. Balkrishna Doshi
• City: Bangaluru, Karnataka
Survey for • Country: India
classroom
styles
• Students of age 13 -17
• Students of age above 17
• Teachers
Survey for
ANALYSIS INFERENCE
seating
arrangement

CHAPTER 2: LITERATURE STUDY

2.1. Classroom styles
It's critical to establish a classroom atmosphere where kids feel protected, recognized, and
inspired to study if you want to engage them in learning. Your ability to keep control of your
classroom as the instructor will play a significant role in creating such a learning environment.
That's where classroom management enters the picture. The kind of classroom management
strategy you select for your students will directly affect how well you can teach.
2.1.1 Traditional lecture classrooms
Fig. 2.1.1.1 Traditional lecture classroom

style.
Source: https://my.wlu.edu/
A traditional lecture classroom is typically set up with rows of desks or tables facing a podium or
teacher's desk at the front of the room. The teacher or lecturer stands at the front of the room and
delivers a lecture or presentation to the students, who sit and take notes.
In this type of classroom, students are typically arranged in rows facing the front of the room,
with aisles or walkways between the rows to allow for movement. Desks or tables are often
arranged in rows so that students can face the front of the room and see the teacher and any
visual aids being used.
One of the main disadvantages of traditional lecture classroom is that the students are passive
learners, and the teacher is the center of attention. The teacher is responsible for providing all of
the information and facilitating student learning, which can lead to a lack of student engagement
and active participation. Additionally, traditional lecture classrooms often lack flexibility and can
be less effective in accommodating different learning styles of students.

2.1.2. Breakout style classrooms
Fig. 1.1.2.1 Breakout classroom style.
A break-out-style classroom is a type of flexible classroom layout that allows for a variety of
activities and teaching styles. This type of classroom is designed to facilitate small group work,
collaborative learning, and active student engagement.
In a break-out-style classroom, the furniture is arranged in a way that allows for multiple
configurations, such as moveable tables and chairs, and different types of seating, such as
beanbags or standing desks. This allows for a wide range of activities, such as group work,
presentations, and discussions. The classroom may also include flexible spaces such as a
discussion area or a separate area for independent work.
This type of classroom layout is beneficial in that it encourages students to be active learners,
fosters collaboration and teamwork, and allows for flexibility in teaching methods. It can also
accommodate different learning styles and can be used for a variety of subjects and activities.
However, it does require more space and resources to set up and can be harder to manage, and its
success also depends on the teacher’s ability to create an engaging curriculum and activities that
align with the classroom design.
2.1.3. Discussion or seminar style classroom
The term “seminar” comes from the Latin word seminarium, which actually means “seed plot.”
Therefore, a seminar may be thought of as a location to plant ideas and watch them flourish.
Instead of merely listening to a professor and taking notes, seminar sessions are designed to be
participatory with participation from the students. As a result, seminar sessions are excellent for
facilitating discussion of challenging concepts but less effective for imparting "how-to" or
practical knowledge.

Fig. 2.1.3.1 Discussion or seminar classroom style.
The Socratic seminar is one kind of seminar in which the students guide the conversation. The
objective is to let participants think independently, even though a lecturer may introduce the
subject and guide the discourse. The dispute may be a topic of discussion in these seminars.
Additionally, the next subject could be presented as an open-ended query rather than a
predetermined conclusion.
Less than a dozen individuals frequently attend seminars, which are typically shorter than lecture
sessions and have a more constrained focus. Participants may choose to sit around a table rather
than in rows to enhance conversation. Although interactive, seminars don't often involve hands-
on activities. Therefore, the best way to characterize an event that involves a physical project is
as a workshop.
2.1.4. Tiered style classrooms
Fig. 2.1.4.1. Tiered classroom style.

A tiered style classroom is a configuration where the desks or tables are arranged in a series of
stepped or angled rows, with the seats facing towards the front of the room. This type of
arrangement is often referred to as "theater-style" seating. The seats are usually arranged in a
series of elevated rows that ascend towards the back of the room, creating a tiered effect. This
type of seating is often found in lecture halls, auditoriums and presentation rooms. This seating
arrangement allows for a clear view of the front of the room for all students, regardless of their
seating location. It also allows for easy movement around the classroom for the teacher and
provides flexibility for different types of instruction. This type of seating is best for lectures,
video presentations and some interactive activities.
Inclusion – With tiered seating all students or audience members will have a clear sight line to
the front of the room, which makes it easier for a speaker to engage everyone. In a lecture hall
setting it also helps to bolster class interaction, as students are now able to see their classmates
directly.
Comfort – Say goodbye to the days of watching students struggle to see over the heads of taller
classmates. Tiered seating makes it so students can sit comfortably in their seats and still see the
teacher. Plus, looking downward instead of upward or straight on is more comfortable and
natural.
Supervision – On the flip side, while all students and audience members can now see the
presenter, the presenter can also see each of them as well. This is beneficial from a teaching
standpoint because it encourages students to remain focused since they have no way of hiding in
the background with tiered seats.
Space-Saving – Since tiered seats are essentially stacked, they allow for more seating options.
The tiered seating option frees up space for wheelchair accessible seating as well. Some
configurations even make it possible to use the space underneath for additional storage.
Impressive – At the end of the day, walking into an auditorium or lecture hall with tiered, fixed
seating makes a more prestigious impression than a space with floor level seating.
2.2 Classroom seating arrangement
According to studies, how people are seated affects how they learn. The front rows of students
pay closer attention than the rear rows. Usually, the students who are in front of the class respond
to questions. According to kids, the design of the classroom represents their personalities. In
order to not miss any important information, dedicated, focused students frequently sit in the
front rows, whereas more relaxed, casual students choose to sit in the rear benches where they
won't draw attention from the teachers. Some students choose to sit close to doors and windows
because it offers them enough interruptions to break up the monotony of the courses being
presented. Students that often sit in the back of the class frequently play jokes, whisper, share
notes, doodle, etc. Therefore, seating arrangements may be a cause for the decline of student
performance as attention span, concentration, comprehension and the retaining of information
can be influenced by where the student chooses to sit.

2.2.1 Traditional seating arrangement
A traditional seating arrangement in a classroom typically involves rows of desks or tables facing
the front of the room, where the teacher's desk or podium is located. This type of arrangement is
often referred to as "rows" or "lecture-style" seating. The desks or tables are usually arranged in
parallel lines facing the front, with aisles separating the rows. This arrangement allows for easy
visual and auditory communication between the teacher and the students, as well as easy
movement around the classroom for the teacher. It also allows for clear sight lines for the teacher
to monitor student behavior and engagement. This type of seating is best for lectures, video
presentations and some interactive activities.
Rows of fixed chairs often make up the classic lecture configuration. With their backs to one
another, the students listen to the lecturer. A "sage on the stage" learning atmosphere is primarily
supported by this classroom seating arrangement, which has historically been typical in colleges
and universities. It also minimizes student-student interaction. Students in the front row or in the
center of the classroom often have the best communication connections with lecturers. Back row
students are more prone to be disengaged.
Fig. 2.2.1.1 Traditional seating arrangement.
Source: poorvucenter.yale.edu
2.2.2 Roundtable
A round table seating arrangement is a configuration where tables are arranged in the shape of a
circle, with all guests seated around the circumference. This type of arrangement is often used
for events such as dinners, meetings, and conferences, where all attendees are seated around a
central table. This arrangement allows for easy communication and interaction between all
attendees, as no one is seated at the head of the table. It also promotes a sense of equality and
inclusivity among all attendees. Additionally, round tables can be used for more intimate settings
such as family gatherings, where all members can see and talk to each other.

Fig. 2.2.2.1 Roundtable seating arrangement.
Round table seating arrangements in classrooms typically involve arranging tables in a circular
formation, with each table facing the center of the circle. This type of seating arrangement is
often used in classrooms where group work or collaborative learning is emphasized. It allows for
easy communication and collaboration among students and can also help to foster a sense of
community in the classroom. Additionally, round table seating arrangements can also provide a
more relaxed and informal atmosphere, which can be beneficial for certain types of learning
activities.
2.2.3 Horseshoe or semicircle
A horseshoe seating arrangement is a configuration where tables are arranged in the shape of a
horseshoe, with the open end facing a stage or head table. This type of arrangement is often used
for events such as conferences, lectures, and presentations where the speaker or head table is
located at the open end of the horseshoe and the audience is seated around it. This allows for
easy communication between the speaker and the audience, while also providing a sense of
intimacy and engagement. It also allows for easy access to the stage or head table for any
attendees who may need to leave or enter during the event.
A In a modified roundtable arrangement, everyone sits facing one another in a horseshoe or

semicircle, allowing the instructor to roam freely about the room. Although this arrangement
tends to foster greater interaction between the teacher and students directly opposite, with
slightly less for students immediately adjacent to the instructor, it still promotes conversation
amongst students and with the instructor. When the teacher wants to present and discuss course-
related material in front of the class, a horseshoe arrangement might be especially useful.

Fig. 2.2.3.1 Horseshoe seating arrangement.
2.2.4 Double Horseshoe
A double horseshoe seating arrangement is a configuration where tables are arranged in the
shape of a horseshoe, with two open ends facing each other. This type of arrangement is often
used for formal events, such as wedding receptions, where the head table is placed at one of the
open ends of the horseshoe, and the guests are seated at the other end facing the head table. This
arrangement allows for easy communication between the head table and the guests, while also
providing a sense of formality and intimacy.
This seating arrangement involves an inner and outer horseshoe, and similar to the conventional
horseshoe, invites greater discussion than the traditional format. It is more limited by the backs
of students within the inner circle facing students in the outer circle. However, students may also
more easily interact with those nearest to them or turn around and face students behind them for
group work.
Fig. 2.2.4.1 Double horseshoe seating arrangement
2.2.5 Pods (groups, pairs)

A group pods seating arrangement in a classroom is a configuration where the desks or tables are
arranged in small groups or pods, with students facing each other. This type of arrangement is
also referred to as "cluster seating" or "collaborative seating". The desks or tables are usually
arranged in small groups of four to six, with students facing each other. This arrangement is
designed to encourage collaboration, teamwork and communication among the students. The
desks or tables are often arranged in such a way that each group has a clear line of sight to the
front of the room for the teacher. This type of seating is suitable for group work, project-based
learning, and other interactive activities. It also allows for easy movement around the classroom
for the teacher and allows for monitoring of student behavior and engagement.
Individual desks or rectangular, circular, or trapezoidal tables can be used in the pod or pair
layout. When it comes to stations, teachers can bring many tables together to create pairs or
student groups (such as three to four students). When students spend the majority of the class
period working in groups or pairs with their peers, this arrangement can be extremely helpful.
More broadly, this layout communicates the expectation that students will collaborate with one
another in a learning community.
Fig. 2.2.5.1 Roundtable seating arrangement.

CHAPTER 3: LITERATURE CASE STUDY

3.1. Indian Institute of Management, Ahmedabad
3.1.1 About
Located in Ahmedabad, Gujarat, India, the Indian Institute of Management Ahmedabad (IIM
Ahmedabad) is the top business school in the country. In 2017, the Ministry of Human
Resources, Government of India, designated the institution as an Institute of National
Importance. The institution, which was founded in 1961, provides a fellowship programme, a
number of executive training programmes, and master's degree programmes in management and
agri-business management. Ravi J. Matthai served as the institute's first director. The Indian
physicist Vikram Sarabhai, the Indian tycoon Kasturbhai Lalbhai, and the Indian educator Kamla
Chowdhary were other important founding members.
3.1.2 Classrooms and seminar rooms

• Contains 6 classrooms and 5 seminar rooms that are connected by a wide hallway and
semi-open areas in the old campus.
• The semi-open areas serve as a crossing point between the classroom and double-height
hallway.
• The hallways create a feeling of community and serve as an extension of the classrooms
by fostering interaction and discussion.
• Kahn's idea of "served and servant areas," which separates the staircase and restrooms
from the classroom block Floors laid out in a "C" shape promote formal contact,
improving the learning environment and giving the instructor a powerful position.
Fig. 3.1.2.1 Key plan of IIM Ahmedabad showing classrooms
Source: issuu.com/jayamitra
3.1.3. Tiered style and U-shaped seating arrangement
 The seating in the class is organised in a U form.The u shaped class is arranged on a

tiered style classroom.
 The U-shaped classroom design combined with the tiered seating arrangement makes the
children in the room incredibly focused.
 The view from every part of the classroom is concentrated to a single point ,that is to
class taking teacher.
 In this arrangement teacher can see every student and interact with them.
Fig. 3.1.3.1 Teacher’s view Fig. 3.1.3.2 Student ’s view
Source: https://iima.ac.in/ Source: https://iima.ac.in/
3.1.4 Plan and Details
• The capacity of the classroom is sixty students,

making it a bustling and full learning environment.
• The Carpet area of the classroom is 132.2 sqm
• The Area per student is 2.2 sqm
• The Number of floors that include the class rooms

are 3 floors.
• The Number of classrooms per floor is 6
Fig. 3.1.4.1 typical plan of a classroom of IIM

3.2 Indian Institute of Management, Bangaluru

3.2.1 About
The IIMB campus, which spans over 100 acres, is

situated on Bannerghatta Road in Bangalore's southern
region. Public transportation may take you there from
any location in the city. By June 2022, the Pink Line
of the Namma Metro, which is currently being built,
will stop at IIMB. IIMB is now constructing a second
campus in Anekal Taluka, next to Jigani, at the city's Fig. 3.2.1.1 IIM, Bangaluru
outskirts.
Source: https://en.wikipedia.org/
B. V. Doshi, a Pritzker Prize–winning architect,
created IIM Bangalore. The famous architectural school in Ahmadabad was created by Mr.
Doshi, who is also a recipient of the Padma Bhushan award. He previously worked with Louis
Kahn on the design of IIM Ahmedabad (later renamed as CEPT). Therefore, he received a
commission to create IIM Bangalore. The mediaeval city of Fatehpur Sikri in Agra and the
Madurai temples in Tamil Nadu served as inspiration for the design of IIM Bangalore. The
campus' distinctive feature comes from the granite stone construction of the 54,000 square meter
IIMB facility. The campus' conception started in 1973, and it was finished in 1983.The once-arid
campus has transformed into a lush sanctuary with a rich and varied flora and fauna throughout
time. The university received recognition for its commitment to sustainability.
3.2.2 Classrooms and corridors
 They highlight how life, art, and architecture can coexist as well as the necessity of the
inside being related to the exterior. To provide room for informal seating, the hallway
width is adjusted.
 The corridors take into account the community and environment of India. They are
lectures on composition and rhythm. Through these hallways, you may access the
classrooms and administrative buildings.
 To enhance the sense of space, the lofty corridors are occasionally open, occasionally
partially covered with skylights, and occasionally adorned merely with pergolas.

 Classrooms are arranged in groups of two or three around semi-open areas and open
courts, with connections between them. has a casual air that encourages students to utilize
it as a forum for interaction, conversation, and socializing. Never directly accessed via
movement spines or hallways. Instead, there is a shared area between the classrooms that
serves as a rest area before beginning classwork. Due to the built-in lounging areas and
notice boards in these transitional areas, students tend to loiter there for a long.
3.2.3 Key plan and segregation of classrooms
Fig. 3.2.3.1 Key plan of IIM, Bengaluru
Fig. 3.2.3.2 classrooms plan of IIM, Bengaluru

3.2.4 Typical plans of classrooms
Fig. 3.2.4.1 Typical classrooms plan of IIM, Bengaluru
Room for 20 students Room for 40 students
Carpet are Room for 20 students Carpet area = 104.5 sq.m
Carpet area = 39 sq.m Built up area = 127.6 sq.m
Built up area = 54 sq.m Area per student = 2.6 sq.m
Area per student = 1.9 sq.ma = Area per student = 1.9 sq.ma =
Room for 60 students Room for 170 students
Carpet area = 132.5 sq.m Carpet area = 360.3 sq.m
Built up area = 166.6 sq.m Built up area = 427.5 sq.m
Area per student = 2.2 sq.m Area per student = 2.1 sq.m
Area per student = 1.9 sq.ma = Area per student = 1.9 sq.ma =

CHAPTER 4: ANALYSIS AND DISCUSSIONS

4.1 Survey analysis

These are the survey response received from students of age between 13 to 17, students above
age 17 and people who have jobs.


4.2 Comparative Analysis of Classroom Style based on survey and case study

FACTORS TRADITIONAL BREAK OUT DISCUSSION TIRED

LECTURE STYLE OR SEMINAR STYLE
STYLE STYLE
INTERACTION Decreases as it goes High for students near Very high High
from first row to the teacher and low
last row for students which are
far away
VIEWING ANGLE Differs from first Differs according to Best viewing All positions
row to last the position angle when face get best
to face. viewing angle
DISTRACTION Decreases as it goes Very easy to get Can’t be Distraction is

from first row to distracted distracted easily less
last row
CIRCULATION Gets good High Not needed Medium

circulation
FLEXIBILITY Fixed Flexible Fixed Fixed
Seminar-style lectures are designed to increase interaction by providing opportunities for

students to share their thoughts and ideas on the topic being discussed. This style of lecture
typically involves small group discussions, where the teacher acts as a facilitator, rather than a
traditional lecturer, and encourages students to ask questions, participate in discussions and
actively engage with the material. Additionally, the seminar style allows for more active
participation and engagement from students, as they are given the opportunity to contribute to
the discussion and express their own perspectives on the topic. This can also foster critical
thinking and problem-solving skills. The seminar style also allows for more effective
communication, as students have to listen and respond to each other, which can help to build a
sense of community among the students.
A tiered-style classroom gets the best viewing angle by positioning the students' desks at
different levels or heights, so that each student is facing forward and at a slightly different angle
than the students around them. This allows each student to have an unobstructed view of the
front of the classroom, where the teacher and any visual aids or presentations are typically
located. The tiered design also allows the teacher to have a clear view of all students, enabling
them to better monitor student engagement and participation, and to address any behavior issues.
Additionally, the tiered design can also help to reduce distractions and noise in the classroom, by
promoting better focus and concentration among students.
A tiered-style classroom is one that is designed with multiple levels or tiers, so that each student
is facing forward and is at a slightly different height than the students around them. This design
can help reduce distractions because it allows each student to have their own "space" and reduces
the amount of movement and noise in the classroom. Additionally, the tiered design allows the
teacher to have a clear view of all students and can help to promote better classroom
management.
A breakout-style classroom can have more circulation because it divides students into smaller
groups and provides them with opportunities to move around and work together in different areas
of the classroom. This can increase student engagement and participation, as students are more
likely to share their thoughts and ideas in a smaller group setting. Additionally, this style of
classroom setup can also allow for a more flexible and dynamic learning environment, as
students are able to work on different tasks and activities simultaneously. The movement
between different areas of the classroom, such as moving from their seats to a designated group
work area, can also help to break up the monotony of traditional lecture-style classrooms and
create a more interactive and engaging learning experience.
A breakout-style classroom has more flexibility because it allows for small group work and
collaboration, rather than a traditional classroom where all students are facing the front and
listening to the teacher. With breakout rooms, students can work on projects, have discussions,
and interact with each other in a more informal setting, which can lead to more engagement and
a deeper understanding of the material. Additionally, the use of technology, such as laptops,
tablets, and digital whiteboards, can enhance the flexibility of breakout-style classrooms.

4.3 Comparative Analysis of Classroom Arrangement
The horseshoe seating arrangement in a classroom is similar to the round table seating
arrangement, but with the tables arranged in a U-shape facing the front of the room. This type of
seating arrangement can increase interaction in the classroom because it allows for greater
visibility and easy communication among all students. Because students are facing each other
and not just the front of the room, they can easily make eye contact, discuss ideas and share
materials with one another. Additionally, this seating arrangement can also make it easier for the
teacher to move around the room and observe students during group work or discussions. The
teacher can also easily address the class as a whole while also being able to move closer to
students who need more attention or help. Furthermore, this layout also promotes active listening
and focused engagement as students are positioned to face the front of the room and less likely to
get distracted. The horseshoe seating layout can be particularly useful for small-group
discussions, debates, and other interactive classroom activities.

The horseshoe seating arrangement in a classroom can provide a good viewing angle for all
students because it allows them to face the front of the room where the teacher is typically
located. This seating arrangement is designed to create a focused environment where all students
have a clear view of the teacher, the whiteboard, or any other visual aids that are being used.
Additionally, the tables in the horseshoe seating arrangement are typically arranged at a slight
angle, which can make it easier for students to see and hear the teacher and any visual aids. This
can be beneficial for students who may have difficulty seeing or hearing from certain angles or
positions in the classroom. Moreover, the horseshoe seating layout allows each student to have a
clear view of the class, and the teacher can also observe the students more easily. This can be
helpful for the teacher to understand student engagement and participation, and ensure that all
students have access to the information being presented. Overall, the horseshoe seating
arrangement can provide a good viewing angle for all students by ensuring that they are facing
the front of the room and that they have a clear view of the teacher and any visual aids that are
being used.
The horseshoe seating arrangement in a classroom can decrease distraction because it is designed
to create a focused environment where all students are facing the front of the room. With the
tables arranged in a U-shape facing the front of the room, students are less likely to get distracted
by other students or activities taking place around them. Additionally, this seating arrangement
can also make it easier for the teacher to monitor and manage student behavior. With all students
facing the front of the room, the teacher can more easily observe and address any distractions or
disruptions that may occur. Furthermore, the horseshoe seating layout promotes active listening
and focused engagement as students are positioned to face the front of the room, which can help
to keep them on task and reduce distractions. The horseshoe seating layout can be particularly
useful for small-group discussions, debates, and other interactive classroom activities, as it keeps
students focused on the task at hand and less likely to be distracted. Lastly, this seating
arrangement also eliminates the distractions that can be caused by students facing each other and
being able to communicate easily. With the horseshoe seating layout, students are facing the
front of the class, and the teacher can reduce the chance of students getting sidetracked by
conversations with their peers.

CHAPTER 5: INFERENCE AND CONCLUSION

5.1 Inference
• According to the comparison between survey analysis and comparative analysis from the
data collection we can see that ‘Tiered’ style and ‘U’ shaped seating arrangement came
more effective.
• So, the combination of Tired style and U-shaped seating arrangement can produce
maximum productivity output from the students.
• Even though the cost of construction and upkeep for this combination is significantly
more than for the traditional design, when considering only student productivity, this
combination is the best.
• In terms of INTERACTION, Tiered and seminar styles allow for the most engaged
classroom environments in terms of interaction. The optimal seating configuration for
interactive classrooms is a U-shaped or round table.
• In terms of VIEWING ANGLE, compared to other sitting arrangements, the combination

of weary and u-shaped seats provides the optimum viewing angle.
• In terms of DISTRACTION, Conventional seating and group pods are less distracting
than tiered seating because they provide the instructor the optimum viewing angle and
allow them to see everything that is happening on the student's side. In contrast,
traditional seating and group pods are the least distracting combination.
5.1 Conclusion
• By evaluating the data from the inference, it can be concluded that a 'Tiered' style and 'U'
shaped seating arrangement are more effective in comparison to other set-ups.
• Given that the right environment is integral to successful learning, the implementation of
a Tired style coupled with a U-shaped seating arrangement can positively affect students'
productivity; this is ultimately necessary for their academic success.
• Although the cost of constructing and maintaining this combination is much more than
the cost of the traditional design, when solely taking into account student productivity,
this combination clearly stands out as the optimal choice.

BIBILOGRAPHY
1. Brooks, D. Christopher (2012). Space and Consequences: The Impact of Different

Formal Learning Spaces on Instructor and Student Behavior. Journal of Learning Spaces,
1(2).
2. Fernandez, AC, Huang, J, and Rinaldo, V. (2011). Does Where a Student Sits Really
Matter? –The Impact on Seating Locations on Student Classroom Learning. International
Journal of Applied Educational Studies, 10(1).
3. Francescucci, A and Laila Rohani, L. Exclusively Synchronous Online (VIRI) Learning:

The Impact on Student Performance and Engagement Outcomes. Journal of Marketing
Education 2019, Vol. 41(1) 60–69.
4. Harvey EJ, Kenyon MC. (2013). Classroom Seating Considerations for 21st Century
Students and Faculty. Journal of Learning Spaces, 2(1).
5. McCorskey JC and McVetta RW. (1978). Classroom Seating Arrangements: Instructional

Communication Theory Versus Student Preferences. Communication Education, 27, 99-
111.
6. Rands ML and Gansemer-Topf AN. (2017). The Room Itself is Active: How Classroom
Design Impacts Student Engagement. Journal of Learning Spaces, 6(1).
7. Watts, L. (2016) Synchronous and Asynchronous Communication in Distance Learning:

A Review of the Literature. Quarterly Review of Distance Education, 17(1), 23-32.
8. Jayamithra, A detailed case study of IIM Bangalore, Thiagarajar college. Published on
Aug 26, 2021
9. Jayamithra, A detailed case study of IIM Ahmedabad, Thiagarajar college. Published on
Aug 25, 2021
10. IIM Bangalore, https://www.iimb.ac.in/home
11. IIM Ahmedabad, https://iima.ac.in/
12. 19 Classroom seating arrangements fit for your teaching,
https://www.bookwidgets.com/blog/2019/12/19-classroom-seating-arrangements-fit-for-
your-teaching , Lucie Renard — Dec 17, 2020

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SEATING ARRANGEMENT TO ENHANCE LEARNING IN

MES COLLEGE OF ARCHITECTURE, KAKKODI, KOZHIKODE- 673611

SEATING ARRANGEMENT TO ENHANCE LEARNING IN

Ar. Steffy Thomas

In partial fulfillment for the award of the degree of

MES COLLEGE OF ARCHITECTURE, KAKKODI, KOZHIKODE- 673611

is the bonafide work of

Ar. Vijaya Nhaloor

Ar. Arshadul Islam

Ar. Steffy Thomas

Viva- voce Examiners:

Internal External External

MES College of Architecture, Kakkodi, Kozhikode

3.2 Indian Institute of Management, Bangaluru........................................................................15

SEATING ARRANGEMENT TO ENHANCE LEARNING IN CLASSROOM vi

 To study different types of seating arrangement in a classroom.

SEATING ARRANGEMENT TO ENHANCE LEARNING IN CLASSROOM 1

DATA COLLECTION CASE STUDIES

Literature case studies

Types of • Traditional lecture Indian Institute of Management,

Classroom • Traditional arrangement

SEATING ARRANGEMENT TO ENHANCE LEARNING IN CLASSROOM 2

CHAPTER 2: LITERATURE STUDY

SEATING ARRANGEMENT TO ENHANCE LEARNING IN CLASSROOM 3

2.1. Classroom styles

2.1.1 Traditional lecture classrooms

Fig. 2.1.1.1 Traditional lecture classroom

SEATING ARRANGEMENT TO ENHANCE LEARNING IN CLASSROOM 4

2.1.2. Breakout style classrooms

Fig. 1.1.2.1 Breakout classroom style.

2.1.3. Discussion or seminar style classroom

SEATING ARRANGEMENT TO ENHANCE LEARNING IN CLASSROOM 5

Fig. 2.1.3.1 Discussion or seminar classroom style.

2.1.4. Tiered style classrooms

Fig. 2.1.4.1. Tiered classroom style.

SEATING ARRANGEMENT TO ENHANCE LEARNING IN CLASSROOM 6

2.2 Classroom seating arrangement

SEATING ARRANGEMENT TO ENHANCE LEARNING IN CLASSROOM 7

2.2.1 Traditional seating arrangement

Fig. 2.2.1.1 Traditional seating arrangement.

SEATING ARRANGEMENT TO ENHANCE LEARNING IN CLASSROOM 8

Fig. 2.2.2.1 Roundtable seating arrangement.

2.2.3 Horseshoe or semicircle

A In a modified roundtable arrangement, everyone sits facing one another in a horseshoe or

SEATING ARRANGEMENT TO ENHANCE LEARNING IN CLASSROOM 9

Fig. 2.2.3.1 Horseshoe seating arrangement.

2.2.4 Double Horseshoe

Fig. 2.2.4.1 Double horseshoe seating arrangement

2.2.5 Pods (groups, pairs)

Fig. 2.2.5.1 Roundtable seating arrangement.

SEATING ARRANGEMENT TO ENHANCE LEARNING IN CLASSROOM 11

CHAPTER 3: LITERATURE CASE STUDY

SEATING ARRANGEMENT TO ENHANCE LEARNING IN CLASSROOM 12

3.1. Indian Institute of Management, Ahmedabad

3.1.2 Classrooms and seminar rooms

Fig. 3.1.2.1 Key plan of IIM Ahmedabad showing classrooms

3.1.3. Tiered style and U-shaped seating arrangement

 The seating in the class is organised in a U form.The u shaped class is arranged on a

Fig. 3.1.3.1 Teacher’s view Fig. 3.1.3.2 Student ’s view

Source: https://iima.ac.in/ Source: https://iima.ac.in/

3.1.4 Plan and Details