신경건축기반 대학캠퍼스 머무름공간 활용 디자인 전략에 관한 연구

Abstract

(Background and Purpose) Recently, the increasing popularity of caf‰ environments has led to a surge in demand for flexible and comfortable learning and working spaces. However, this phenomenon has sparked a public controversy owing to the prolonged seat occupancy by the “Café Study Groups”, which disrupts the primary commercial function of cafés and creates social friction among patrons. Addressing this issue requires spatial solutions that can provide accessible public learning alternatives. University campuses, as public institutions, are well-positioned to offer such alternatives, while fulfilling their social responsibilities and expanding their roles within the community. Staying spaces or semi-public transition zones, such as lobbies, corridors, and connecting passages, hold significant potential to serve as immersive learning and working environments. This study aims to propose design strategies that transform these spaces by applying insights from neuroarchitecture and leveraging the cognitive and physiological benefits of café environments. (Methods) A comprehensive literature review of neuroarchitecture and environmental psychology was conducted to identify the spatial, psychological, and functional elements that support prolonged engagement and well-being in cafés. Accordingly, a neuroarchitecture-based design framework was developed. Eleven staying spaces within Hongik University’s Seoul campus, an environment known for its space limitations and high demand for informal learning areas, were selected as case study sites. The field surveys included spatial observation, user flow analysis, and environmental factor measurement. A two-round Delphi survey, involving experts in architecture, interior design, and environmental psychology, was conducted to identify key design elements and refine practical application strategies, tailored to the campus context. (Results) Findings highlighted noise control (S3), thermal comfort (S4), and optimized lighting (S2) as critical environmental factors supporting prolonged and immersive learning experiences. Flexible seating (F1), openness (P6), and user-oriented amenities (F3, F5) further enhanced spatial usability and user satisfaction. The Delphi feedback underscored that applying user-centered design strategies and neuroarchitectural principles significantly improved cognitive performance, emotional well-being, and spatial experience. (Conclusions) This study demonstrates that neuroarchitectural design principles can effectively transform university staying spaces into functional and immersive public learning and working environments. Beyond resolving the current spatial conflicts, this approach strengthens the universities’ social role and support their mission to provide public goods. Moreover, it shows that neuroarchitecture, previously confined to isolated empirical studies, can evolve into a strategic design framework, applicable to public learning spaces as well as a broad range of built environments. The findings offer valuable academic insights and practical guidelines for future campus and public space designs.