| Title |
Development of a Design Evaluation Model for Secondary School Educational Spaces Based on STEAM Educational Principles |
| Authors |
루요(Liu, Yao) ; 이은주(Lee, Eunjoo) ; 정경숙(Chong, Kyongsuk) |
| DOI |
https://doi.org/10.14774/JKIID.2026.35.5.020 |
| Keywords |
STEAM Education; Secondary School; Educational Space; Evaluation Model; Analytic Hierarchy Process |
| Abstract |
Driven by the shift toward multidisciplinary integration, this study aimed to develop a comprehensive design evaluation model for secondary school STEAM educational spaces. To capture both psychological and functional needs, the research integrated the Learning Environment Perception Perspective (LEPP) and the Spatial- Behavioral-Cognitive Framework (SBCF) as complementary analytical perspectives. A preliminary indicator system was derived through a literature review. This system was structurally refined via a Delphi survey and a Focus Group Interview (FGI) with 15 experts to resolve controversial variables. The Analytic Hierarchy Process (AHP) was then utilized to calculate relative weights and verify logical consistency. The final evaluation model comprises 9 dimensions and 39 detailed indicators, identifying “inquiry-oriented practice and safety” and “circulation efficiency” as the most critical dimensions. The highest-weighted individual indicators were G3 (safety separation management of inquiry activities), F2 (adaptability to multiple teaching modes), and D2 (parallel multi-group collaboration support). These results emphasize three core design trends for STEAM spaces: physical safety as the fundamental prerequisite, flexible layouts to support multi-modal teaching, and stable technological integration. Aesthetic and emotional stimuli ranked comparatively lower. The proposed model provides a structured decision-making framework, suggesting that behavioral affordances?particularly safety, circulation, and layout adaptability?receive greater relative priority within the expert-derived weighting structure |