vii
TABLE O F CO NTEN T
C H A PTE R NO.
1
T IT L E
PAGE
D ECLA RA TIO N
ii
D ED ICA TIO N
iii
A C K N O W LED G EM EN T
iv
ABSTRACT
v
ABSTRAK
vi
TABLE O F C O NTEN T
vii
LIST O F TABLE
xvii
LIST O F FIG U R E
xx
LIST O F A PPEN D IC ES
xxii
IN TRO D U C TIO N
1
1.1
Introduction
1
1.2
Research Background
2
1.3
Problem Statement
3
1.4
Research Aims
5
1.5
Research Objective
5
1.6
Research Question
5
1.7
Research Gap
6
1.8
Scope o f Study
9
1.9
Research Methodology
10
1.10 Underpinning Theory
11
1.11 Significance of Research
11
1.12 Structure of Thesis
12
1.13 Summary
13
viii
2
LITER A TU R E R EV IEW
14
2.1
Introduction
14
2.2
Learning Environment
15
2.3
Library
16
2.4
2.5
2.3.2
Definition o f library
17
2.3.3
Library Typologies
17
2.3.4
Faculties and services in library
17
2.3.5
Importance of Library
19
2.3.6
Library Design
19
Principle of Design
21
2.4.1
Color
22
2.4.2
Shape
23
2.4.3
Texture
24
2.4.4
Line
26
Visual Representation
27
2.5.1
Painting
28
2.5.2
Photography
29
2.5.3
Decoration
31
2.5.4
Word
32
2.6
Definition of nature
33
2.7
Effect o f Nature on H uman's Health
34
2.8
Place Attachment Definition
36
2.9
Place Attachment and Nature
38
2.10 Place Attachment in Learning Environment
39
2.11 Place Attachment and Familiarity
40
2.12 Sustainable Design and Place Attachment
40
2.13 Attention Restoration
41
2.13.1 Introduction
41
2.13.2 Attention Restoration Components
42
2.13.3 Effect of Natural Environment on
Attention Restoration
43
2.14 Familiarity and Attention Restoration
44
2.15 Emotion
45
ix
3
2.16 Summary
45
R ESEA RC H M ETH O D O LO G Y
47
3.1
Introduction
47
3.2
Research Design and Method
48
3.3
Research Survey Design
50
3.4
Procedure of Research
50
3.5
Exploratory Survey
51
3.6
Questionnaire Design
55
3.7
Pilot Test
55
3.8
Final Questionnaire
56
3.9
Photo Representation
57
3.10 Stimulus Material
58
3.11 Stimulus Consideration
58
3.12 Instruments
59
3.13 Measurement Scale
60
3.13.1 Research variables
60
3.13.2 Measurement Scale of Research
Variables
61
3.13.2.1 Nominal Scale
61
3.13.2.2 Ordinal Scale
62
3.13.2.3 Interval Scale
62
3.13.2.4 Ratio scale
63
3.14 Survey
63
3.14.1 Study Area
64
3.14.2 Sample Size
65
3.14.2.1 Probability Sampling
65
3.14.2.2 Non - Probability Sampling
66
3.14.3 Selection o f Respondents
67
3.14.4 Survey Procedure
68
3.15 Data processing and Analysis
3.15.1 Cramer's V
68
70
3.15.2 One-Way Analysis o f Variance
(ANOVA)
71
x
4
3.16 Content Analysis
72
3.17 Summary
74
RESULTS AND DISCUSSION
75
4.1
Introduction
75
4.2
Demographic Analysis
76
4.2.1
Gender o f Respondents
77
4.2.2
Age of Respondents
78
4.2.3
Academic Status of Respondents
78
4.2.4
Average Number of Visits the Library
4.3
per Month
78
4.2.5
Average Time Spent in library per Visit
78
4.2.6
Time length o f Familiarity with Library
79
4.2.7
The Reason for Using the Library
79
Visual Representation o f Nature (question 8 to
19)
4.4
79
4.3.1
Components o f Nature (question8)
81
4.3.2
Attributes o f Nature (question 9)
81
4.3.3
Visual Representation of Nature
(question14)
81
4.3.4
Color (question10)
83
4.3.5
Shape (question11)
83
4.3.6
Texture (question 12)
83
4.3.7
Line (question 13)
83
4.3.8
Painting (question 15)
84
4.3.9
Photography (question16)
84
4.3.10 Decoration (question17)
84
4.3.11 Word (question18)
84
Emotion Caused by Visual Representation of
Nature (question19)
4.5
85
Place Attachment and Attention Restoration
(question 20 and 21)
85
4.5.1
Place Attachment
86
4.5.1.1 Place Dependence
86
xi
4.5.1.1.1 Statement 1: (I feel
I belong strongly to
this library)
86
4.5.1.1.2 (Statement 2): I am
very attached to this
library
87
4.5.1.1.3 Overall Analysis
87
4.5.1.2 Affective Attachment
88
4.5.1.2.1 (Statement 1): I
strongly enjoy
studying in this
library
88
4.5.1.2.2 (Statement 2): I
strongly prefer to
study in this library
88
4.5.1.2.3 Overall Analysis
89
4.5.1.3 Place Identity
89
4.5.1.3.1 (Statement 1): I
have a very special
connection to this
library
89
4.5.1.3.2 (Statement 2): This
library is very
special to me
90
4.5.1.3.3 Overall Analysis
91
4.5.1.4 General Conclusion
91
Attention Restoration
92
4.5.2.1
Fascination
92
4.5.2.1.1 (Statement 1): I feel
like I am in another
place not in the
library because
looking at nature is
peaceful
92
4.5.2.1.2 (Statement 2): I feel
I am absorbed in
these surroundings.
93
4.5.2.1.3 Overall Analysis
93
xii
4.5.2 2 Escape
4.5.2.2.1 (Statement 1): I feel
I Am in a Different
Setting and Away
From my Study
94
4.5.2.2 2 (Statement 2): It
Takes me Away
From the Library
and Allows me to
Clear my Head
94
4.5.2.2 3 Overall Analysis
95
4.5.2 3 Interaction
96
4.5.2.3.1 (Statement 1): It
allows me to Relate
with Other Students
to Share Skills and
Providing Guidance
which is Helpful
96
4.5.2.3 2 (Statement 2): I feel
to meet other
students
96
4.5.2.3 3 Overall Analysis
97
4.5.2 4 General Conclusion
4.6
94
97
Correlation between Component of Nature and
Variables Namely Attributes o f Nature, Visual
Representation o f Nature and Respondent's
Emotion (question 9 to 19)
4.6.1
99
Study o f Correlation between
Components of Nature and Attributes
of Nature
4.6.2
Study o f Correlation between
Components o f Nature and Color
4.6.3
100
Study o f Correlation between
Components o f Nature and Shape
4.6.4
99
103
Study o f Correlation between
Components of Nature and Type of
Texture
103
xiii
4.6.5
Study o f Correlation between
Components of Nature and Type of
Line
4.6.6
104
Study o f Correlation between
Components of Nature and Visual
Representation o f Nature
4.6.7
105
Study of Correlation between
Components of Nature and Type of
Painting
4.6.8
105
Study o f Correlation between
Components of Nature and Type of
Photography
4.6.9
106
Study o f Correlation between
Components of Nature and Type of
Decoration
107
4.6.10 Study o f Correlation between
Components of Nature and Type of
Word
107
4.6.11 Study o f Correlation between
Components of Nature and Type of
Emotion
109
4.6.12 Summary o f the Questionnaire's
Components o f Nature-Related
Information Analysis
4.7
Correlation between Respondents' Gender and
Question 8 To 19
4.7.1
109
Summary o f the Questionnaire's
Gender-Related Information Analysis
4.8
109
110
Correlation between Respondents' Age and
Question 8 to 19
4.8.1
110
Study o f Correlation between
Respondents' Age and Components of
Nature
110
xiv
4.8.2
Study o f Correlation between
Respondents' Age and Attributes of
Nature
4.8.3
Study of Correlation between
Respondents' Age and Type o f Color
4.8.4
113
Study o f Correlation between
Respondents' Age and Type o f Line
4.8.7
112
Study o f Correlation between
Respondents' Age and Type o f Texture
4.8.6
112
Study o f Correlation between
Respondents' Age and Type o f Shape
4.8.5
111
114
Study o f Correlation between
Respondents' Age and Visual
Representation o f Nature
4.8.8
115
Study o f Correlation between
Respondents' Age and Type of
Painting
4.8.9
117
Study o f Correlation between
Respondents' Age and Type of
Photography
117
4.8.10 Study of Correlation between
Respondents' Age and Type of
Decoration
118
4.8.11 Study o f Correlation between
Respondents' Age and Type o f Word
118
4.8.12 Study o f Correlation between
Respondents' Age and Type of
Emotion
119
4.8.13 Summary o f the Questionnaire's AgeRelated Information Analysis
4.9
121
Correlation between Respondents' Academic
Status and Question8 To 19
121
xv
4.9.1
Summary o f the Questionnaire's
Academic Status -Related Information
Analysis
121
4.10 Comparison o f Mean Place Attachment and
Mean Familiarity (Number o f Visits, Time
Spent per Visit, Time Length o f Familiarity
with Library)
122
4.10.1 Comparison of Mean Place Attachment
and M ean Number o f Visits per M onth
122
4.10.2 Comparison of Mean Place Attachment
and M ean Time Spent per Visit
124
4.10.3 Comparison of Mean Place Attachment
and M ean Time Length of Familiarity
with Library
125
4.11 Comparison of Mean Attention Restoration
and Mean Familiarity (Number of Visits, Time
Spent per Visit, Time Length o f Familiarity
with Library)
126
4.11.1 Comparison of Mean Attention
Restoration and Mean Number of
Visits
126
4.11.2 Comparison of Mean Attention
Restoration and Mean Time Spent per
Visit
126
4.11.3 Comparison of Mean Attention
Restoration Mean Time Length of
Familiarity with Library
127
4.12 Analysis o f Open Ended Questions
128
4.13 Discussion
129
4.13.1 Gender, Age, Academic status,
Familiarity
129
4.13.2 Most Preferred Component o f Nature,
Attribute of Nature and Visual
Representation of Nature
130
xvi
4.13.3 The Effect o f Visual Representation o f
Nature on Place Attachment
134
4.13.4 The Effect o f Visual Representation o f
Nature on Attention Restoration
135
4.13.5 The Relationship o f Components of
Nature with Attributes of Nature and
Visual Representation o f Nature
136
4.13.6 Relationship between Components of
Nature and Students ' Emotion
137
4.13.7 Significant Difference between Place
Attachment and Varying Degrees of
Familiarity
137
4.13.8 Significant Difference between
Attention Restoration and Varying
Degrees o f Familiarity
138
4.13.9 Relationship o f Individual Attributes
(Gender, Age, Academic Status) with
Variables Namely Components of
Nature, Attributes of Nature, Visual
Representation o f Nature and Student's
Emotion.
5
References
A PPENDIX
138
4.14 Conceptual Model
139
CO NCLUSIO N
145
5.1
Introduction
145
5.2
Limitation of Research
145
5.3
Conclusion
146
152
174-180
xvii
LIST O F TABLE
TABLE NO.
1.1
TITLE
PAGE
Review o f previous researches on bringing plants into
indoor places
7
Review of previous researches on interior design of
library
8
1.3
Underpinning theories
11
3.1
Applied analysis corresponding to
objective
1.2
each individual
70
4.1
Demographic information of respondents
77
4.2
Attributes of components of nature, attributes of nature
and visual representations of nature
80
Frequencies o f o f components o f nature, attributes of
nature and visual representations of nature
80
4.4
Frequencies of most preferred attributes of nature
82
4.5
Frequencies of most preferred Visual Representation' s
variables
82
Summary o f the proposed impact o f visual representation
of nature on respondents' place attachment and attention
restoration
98
Correlation analyze, relationship between components of
nature and attributes of nature
99
Descriptive specifications of correlation analyze between
components of nature and attributes of nature
100
Correlation analyze, relationship between components of
nature and type o f color
101
Descriptive specifications o f correlation analyze between
components of nature and type of color
102
4.3
4.6
4.7
4.8
4.9
4.10
xviii
4.11
Correlation analyze, relationship between components of
nature and type o f shape
103
Correlation analyze, relationship between components of
nature and type o f texture
104
Correlation analyze, relationship between components of
nature and type o f line
104
Correlation analyze, relationship between components of
nature and visual representation o f nature
105
Correlation analyze, relationship between components of
nature and type o f painting
106
Correlation analyze, relationship between components of
nature and type o f photography
106
Correlation analyze, relationship between components of
nature and type o f decoration
107
Correlation analyze, relationship between components of
nature and type o f word
108
Descriptive specifications of correlation analyze between
components o f nature and type o f word
108
Correlation analyze, relationship between components of
nature and type o f emotion
109
Correlation between respondents' age and components of
nature
111
Correlation between respondents' age and attributes of
nature
111
4.23
Correlation between respondents' age and type o f color
112
4.24
Correlation between respondents' age and type o f shape
112
4.25
Correlation between respondents' age and type o f texture
113
4.26
Descriptive specifications of correlation analyze between
respondents' age and type o f texture
114
4.27
Correlation between respondents' age and type o f line
115
4.28
Descriptive specifications of correlation analyze between
respondents' age and type o f line
115
Correlation between respondents'
representation o f nature
116
4.12
4.13
4.14
4.15
4.16
4.17
4.18
4.19
4.20
4.21
4.22
4.29
age
and
visual
xix
4.30
4.31
4.32
4.33
Descriptive specifications of correlation analyze between
respondents' age and visual representation o f nature
116
Correlation between respondents'
painting
age and type of
117
Correlation between respondents'
photography
age and type of
Correlation between respondents'
decoration
age and type of
117
118
4.34
Correlation between respondents' age and type o f word
118
4.35
Correlation between respondents'
emotion
119
4.36
4.37
4.38
4.39
4.40
4.41
4.42
4.43
4.45
4.46
4.47
age and type of
Descriptive specifications of correlation analyze between
respondents' age and type o f emotion
120
Comparison o f mean test (ANOVA)
Attachment and Number o f Visits
122
for
Place
Descriptive statistics o f inter-group mean for Place
Attachment and Number o f Visits
123
Comparison of mean test (ANOVA)
Attachment and Time Spent per Visit
for
124
Comparison of mean test (ANOVA)
Attachment and Time Spent per Visit
for
Place
Place
124
Comparison of mean test (ANOVA) for Place
Attachment and Time Lengthof Familiarity with Library
125
Comparison of mean test (ANOVA) for Attention
Restoration and Number o f Visits
126
Comparison of mean test (ANOVA) for Attention
Restoration and Time Spent per Visit
127
Comparison of mean test (ANOVA) for Attention
Restoration and Time Length o f Familiarity with Library
127
Observed keywords
respondent's emotion
128
in
open
ended
question
level o f familiarity o f students with the library
for
130
xx
LIST O F FIG U R E
FIG U R E NO.
T IT L E
PAGE
1.1
Diagram o f Research methodology
10
2.1
Hue and secondary colors (Malcolm,1972)
22
2.2
Free-form shapes (Johnson, 1995)
23
2.3
Geometric shapes (Johnson, 1995)
23
2.4
Decorative texture (Wong, 1993)
25
2.5
Spontaneous texture (Wong, 1993)
26
2.6
Mechanical texture (Wong, 1993)
26
2.7
Vertical Line Horizontal Line Curved line
27
3.1
The number o f students o f UTM answered question 1
52
3.2
The number o f students o f UTM answered question2
53
3.3
The number o f students o f UTM answered question3
53
3.4
The number o f students o f UTM answered question4
54
3.5
The number o f students o f UTM answered question 5
54
4.1
Respondents emotion caused by visual representation o f
nature
85
4.2
I feel I belong strongly to this library
86
4.3
I am very attached to this library
87
4.4
I strongly enjoy studying in this library
88
4.5
I strongly prefer to study in this library
89
xxi
4.6
I have a very special connection to this library
90
4.7
This library is very special to me
91
4.8
I feel like I am in another place not in the library because
looking at nature is peaceful
92
4.9
I feel I am absorbed in these surroundings
93
4.10
I feel I am in a different setting and away from my study
94
4.11
It takes me away from the library and allows me to clear
my head
95
It allows me to relate with other students to share skills
and providing guidance which is helpful
96
4.13
I feel to meet other students
97
4.14
Visit the library per month
123
4.15
Time Spent per visit
125
4.16
(1)(2)
133
4.17
Conceptual model o f this study
141
4.18
Relationship o f components o f nature, attributes of
nature and visual representations o f nature with students'
personal attributes
4.12
144
xxii
LIST O F A PPEN D ICES
APPENDIX
T ITLE
PAGE
A1
Questionnaire
174
A2
Statistic Tables
180