Syntactic analysis of the spatial organization of common areas in educational buildings and user behaviors: The case of Ataturk University

This research analyzes the impact of spatial characteristics of social areas within university educational buildings on user behavior. Within this scope, the Faculty of Architecture and Design and the Faculty of Law at Atatürk University were selected as case studies, allowing for a comparative evaluation of their social and communal spaces such as cafeterias, corridors, gallery voids, and library surroundings .The primary aim of the study is to investigate the relationship between the spatial configuration of these areas—through spatial syntactic parameters such as integration, connectivity, accessibility, entropy, and visual depth—and students' social behavior modes, including seated or standing conversation, studying, and solitary activity. A mixed-methods approach was employed, combining qualitative methods (naturalistic observation) with quantitative techniques (spatial analysis using DepthmapX and statistical testing using SPSS(. The analytical findings revealed that statistically significant correlations were found between all spatial variables and social behavior modes, with the exception of connectivity, which did not demonstrate a meaningful association. Frequency analyses further indicated that behaviors such as seated social interaction and studying were among the most frequently observed activities. These behavioral patterns showed a direct impact on spatial indices, particularly in areas of high integration and accessibility. One of the study's key findings is that the evaluation of space should not rely solely on its physical organization but also on its capacity to facilitate social interaction. Furthermore, it was observed that faculties with practice-oriented curricula exhibited more intensive use of shared spaces—a phenomenon closely linked to the spatial configuration of those environments. The dissertation argues that shared spaces within educational buildings are not merely architectural voids but play a critical role in fostering learning, socialization, and individual development. It emphasizes the need for more comprehensive and long-term studies to deepen our understanding of the relationship between spatial quality and user behavior. Ultimately, the study offers design-based recommendations aimed at enhancing the spatial configuration of educational buildings to better support social interaction and community engagement.