Space perception among civil engineering students

Abstract

Individual characteristics, alongside environmental features, significantly influence spatial perception and the environmental image formed by users. While previous research has emphasized environmental attributes, there remains a limited understanding of how non-designers interpret architectural space based on factors such as academic level and disciplinary training. Addressing this gap, the present study investigates the spatial perception of civil engineering students at different stages of their education. Specifically, it compares first- and third-year students’ interpretations of architectural identity and legibility using photographic stimuli from urban street scenes. A structured questionnaire was administered to 90 participants to capture subjective evaluations of selected streetscapes. The findings reveal discernible differences in spatial interpretation between the two groups, suggesting that academic progression and increased exposure to technical knowledge influence perceptual tendencies. Notably, third-year students demonstrated a more analytical reading of spatial cues, while first-year students exhibited a more intuitive response to visual stimuli. These results underline the role of educational background in shaping environmental cognition and suggest the need for interdisciplinary pedagogical approaches that integrate spatial awareness in non-design disciplines. The study contributes to a deeper understanding of how architectural environments are perceived by future engineers, offering insights for the design of more inclusive and legible urban spaces.

Keywords: Architectural perception; civil engineering education; environmental cognition; identity; legibility.