Terry Byers

Evaluating the Change in Space in a Technology-Enabled Primary Years Setting

There has been considerable attention in the literature postulating the potential effects of contemporary, technology-enabled new generation learning spaces (NGLS) on both teaching and learning (Brooks, 2011, 2012). This has, in part, been driven by the pervasive and transformative potential of ubiquitous access to and use of digital technology in the classroom (Chan et al., 2006).

A Quasi-Experimental and Single-Subject Research Approach as an Alternative to Traditional Post-Occupancy Evaluation of Learning Environments

The past decade has seen a resurgence in the literature concerning the effectiveness of physical learning environments. A worrying characteristic of this research has been a lack of rigorous experimental methodology (Brooks, 2011; Painter et al., 2013). This may be due to the difficulties associated with randomly assigning students and staff to specific settings and problems associated with accounting for the complex intervening variables that come to play within the educative experience (Byers, Imms & Hartnell-Young, 2014).