Teaching Space User Experience Research: Uncovering Faculty Needs
We conducted an immersive research project exploring how educators interact with teaching environments at a higher education institution. Using innovative observational techniques, we uncovered insights that transformed our understanding of classroom design needs.
The Problem
The Learning Spaces Operational Group (LSOG) needed comprehensive data on how teaching spaces were actually being used by academics. With limited understanding of faculty needs and experiences, the university risked making uninformed decisions about classroom design, technology implementation, and space allocation.
The research aimed to bridge this knowledge gap by examining faculty interactions with various teaching environments, from preparation through execution of teaching sessions.
Research Approach
Methodology
We designed a focused qualitative study using a "walk-about/talk-aloud" technique where participants verbalised their thoughts and actions while demonstrating their teaching preparation and delivery process. This immersive method allowed us to:
Capture authentic reactions to space configurations
Document real-time problem-solving strategies
Identify pain points in technology setup and usage
Understand how physical spaces influenced teaching approaches
Medium Tiered Lecture Theatre
Medium Flat Lecture Room
Sampling Strategy
To ensure the research remained manageable while producing representative insights, we implemented a strategic sampling approach:
Faculty Selection: Balanced representation from both Engineering (Architecture & Built Environment, M3 Engineering) and Social Sciences (School of Sociology & Social Policy, Nottingham University Business School)
Space Selection: Range of teaching environments including large tiered lecture theatres, medium-sized lecture halls, and both large and small flat seminar rooms across multiple campus buildings
Participant Pool: 10 academics with diverse teaching responsibilities
Large Tiered Lecture Theatre
Large Flat Lecture Room (Online platform integrated into lecture)
Analysis & Key Findings
All sessions were recorded with participant permission and transcribed for detailed analysis. We utilised Dovetail, a specialised qualitative research platform, to code transcripts, identify emerging patterns, and collaborate with stakeholders on insight development. This systematic approach allowed me to transform rich narrative data into actionable themes while maintaining the authentic voice of participants.
Our research uncovered four major thematic areas affecting the faculty teaching experience:
Pre-Session Preparation
Academics demonstrated significant proactive behaviours to mitigate uncertainty, including:
Early visits to assigned rooms (typically September) to familiarise themselves with technology setups
Assessment of physical layouts for compatibility with teaching methods
Reliance on peer knowledge networks for space-specific insights
Physical Space Constraints
Several critical limitations emerged regarding room configurations:
Table arrangements frequently restricted faculty movement and student-to-student engagement
Furniture limitations (particularly small fold-over tables) created frustration for both faculty and students
Poorly positioned screens sometimes obstructed faculty views of students
Technology Friction Points
Technology emerged as a significant source of teaching stress:
Complex multi-step login procedures consumed valuable class time
Technical failures created high-anxiety situations with limited resolution pathways
Recording system complexity (Echo 360) posed ongoing challenges
Student Engagement Challenges
Faculty expressed clear concerns about engagement facilitation:
Teaching spaces often failed to support necessary interaction patterns
Consistent software availability was critical but unreliable
Physical constraints limited faculty mobility and ability to connect with students
Recommendations
Based on the research findings, We developed several recommendations for the Learning Spaces Operational Group:
Simplified Technology Experience: Streamline login processes and create clear, visible support protocols for technical failures
Flexible Furniture Solutions: Invest in modular, easily configurable furniture that supports varied teaching approaches
Faculty Training Program: Develop targeted training on optimising challenging spaces and technology systems
Early Access Program: Formalise the currently ad-hoc process of pre-term room familiarisation visits
Technology Placement Review: Reassess positioning of screens and teaching stations to maintain visual connection with students
Impact and Outcomes
This research transformed the university's approach to learning space management by:
Providing evidence-based insights for future space design decisions
Highlighting previously unrecognized faculty pain points
Creating a framework for ongoing user experience assessment
Establishing faculty needs as a central consideration in space planning
Research Skills Showcased
Innovative qualitative methodology design
Strategic participant sampling across disciplines
Thematic analysis revealing actionable patterns
Translation of user insights into practical recommendations
Stavros Pourika - Capital Projects Manager - Development Team