Traversing the Design-Language Divide in the Design and Evaluation of Physical Learning Environments: A Trial of Visual Methods in Focus Groups

When gathering data for the design and evaluation of physical learning environments, there is a significant challenge in traversing, or translating, architect/designer language and stakeholders’ verbal accounts of their expectations, preferences and experiences. In a series of studies used to provide data for both the evaluation of existing spaces and the design of future spaces, the authors utilised three focus group methods that incorporated elements of participatory design and visual play in activities. This paper describes these methods and the efficacy of each method in the context of physical learning environment evaluation and design.