**2. Material and method**

The main material of the study is university campuses, and the sampling area is the Meselik Campus, where administrative, cultural, and social centers of Eskisehir Osmangazi University (ESOGU) are located. In this study, first and fourth grade architecture students who have taken 1 year of compulsory English preparatory education in Meselik Campus and then completed 4 years of architectural education in Bademlik Campus were selected. In this context, Meselik Campus becomes the location where students benefit from all their facilities for a year, while they use a limited number of courses, internships, various administrative works, and social facilities for the remaining 4 years.

In the study, first and fourth grade architectural students were selected as a sample in order to evaluate the contribution of architectural education and to measure the impact of the settlement process on cognitive maps. In this context, as seen in **Table 2**, 58 first grade (44 females and 14 males) and 37 fourth grade students (23 females and 14 males) in architecture are requested to draw the campus plan by using drawing techniques how the imaginary elements of the campus are located in their memories. As drawing techniques, any two- and three-dimensional representations; plans, façades, and mass works; written or numerical definitions, and colored or black and white expression techniques are permitted.

Firstly, the number of elements in the cognitive maps drawn by the students according to the imaginary elements such as paths, nodes, edges, districts, and landmarks was calculated, and then the obtained data were transferred to the charts and evaluated. As the data were evaluated, because of the numerical differences between male and female students, the percentages of proportional values between male, female, and all students were used in the tables when making comparisons. Then, in order to determine the effect of experiences on the perception of space, the image elements are also classified and compared as shown in **Figure 1**.

**55**

*Assessment of Perception of Physical Environment in the Context of Cognitive Maps…*

Finally, written and graphic expression techniques used in cognitive maps were determined, and the effects of architectural education on expression techniques

In order to make a detailed analysis of the paths in the cognitive maps, all arteries and secondary roads in the Meselik Campus are stated with different colors: three arteries (red, green, and yellow) and six secondary roads (blue, pink, cyan, purple, white, and brown) in **Figure 1**. Red and green arteries are started from the two main gateways with nodes A and B. As one of the main routes, the red path covers the entire campus from the east to west end, and the other one is the green path that starts at the north gateway routing firstly at the north-south direction and then continues with a sharp curve to the west. It also covers nine nodes (A, C, D, E,

All the paths drawn in the cognitive maps were counted and classified, and the data obtained were transferred to the graph shown in **Table 3**. When the data is evaluated, the cognitive maps of the first grade architecture students mostly include the main arteries stated by red and green, which are the main walking and vehicle paths of the settlement. Then, the paths stated in blue, purple, yellow, and cyan colors were drawn, respectively. The paths stated in white, brown, and pink are rarely drawn. Similar results were obtained when evaluated as male and female students. In the cognitive maps of fourth grade architecture students, the paths indicated

by red, green, blue, white, yellow, brown, pink, purple, and cyan were drawn, respectively. The representation of the paths in the fourth grade students' cognitive maps emerges at a much higher rate than the ones in the cognitive maps of the first grade students. While the paths indicated by blue, white, and brown are almost not included in the cognitive maps of the first grade students, they are in higher rates in

When the results obtained are evaluated, the paths expressed in red and green, which are the main arteries of the campus, are the paths that are remembered in the minds and processed on cognitive maps. The first reason is that these paths are the main transportation arteries, and the second reason is that the Foreign Languages department where the students are educated is located between these two paths. However, it is noteworthy that the proportion of first grade students is about half that of the fourth grades. The reason for this is that the meaning of the cognitive map for the students is limited to the structures, and therefore they are generally used as secondary components when trying to define the structures. The reason why the paths stated with blue, white, and brown are more frequently used on the cognitive maps of the fourth grade students is related to the fact that these paths were used more in the fourth year because of the connection between

*DOI: http://dx.doi.org/10.5772/intechopen.90660*

*Numbers of first and fourth grade participants.*

and the scope of cognitive maps were investigated.

the cognitive maps of the fourth grade students.

**2.1 Paths**

**Table 2.**

F, G, H, K, N).

*Assessment of Perception of Physical Environment in the Context of Cognitive Maps… DOI: http://dx.doi.org/10.5772/intechopen.90660*

**Table 2.** *Numbers of first and fourth grade participants.*

Finally, written and graphic expression techniques used in cognitive maps were determined, and the effects of architectural education on expression techniques and the scope of cognitive maps were investigated.

## **2.1 Paths**

*Cognitive and Intermedial Semiotics*

determine the changing city memory elements [25].

classifying visual expression techniques in cognitive maps.

listed respectively in cognitive maps [26].

**2. Material and method**

facilities for the remaining 4 years.

city from past to present in order to determine the images of Eskisehir. In this study, individuals who experienced the city in different periods were selected in order to

In another study conducted in Eskisehir, first grade students of architecture were asked to draw cognitive maps of their campuses by using paths, edges, nodes, districts, and landmarks to determine the level of perceivability, imageability, and legibility of settlement by the students. Then, by the evaluation of cognitive maps of the students, it is seen that landmarks are located in the memory of most of the individuals. Then, paths, districts, nodes, edges, and educational buildings are

Cognitive maps have been the subject of many studies in order to determine individuals' perception of space. The cognitive maps obtained in these researches were classified and analyzed in the context of Lynch's urban images, and, thus, the perceptions of the individuals were determined. However, these findings have been made as a result of comparing the data of urban images with each other. In these studies, the data obtained from the comparison of urban images are interpreted, and it is stated that experiences affect the perception of space. In this context, in this study, first of all urban images, then each physical image is classified and analyzed in more detail. In addition to these analyses, elements other than urban image classifications in cognitive maps were statistically analyzed. These analyses were conducted to measure the effects of experiences on cognitive maps. In addition, the effects of architectural education on the perception of space were determined by

The main material of the study is university campuses, and the sampling area is the Meselik Campus, where administrative, cultural, and social centers of Eskisehir Osmangazi University (ESOGU) are located. In this study, first and fourth grade architecture students who have taken 1 year of compulsory English preparatory education in Meselik Campus and then completed 4 years of architectural education in Bademlik Campus were selected. In this context, Meselik Campus becomes the location where students benefit from all their facilities for a year, while they use a limited number of courses, internships, various administrative works, and social

In the study, first and fourth grade architectural students were selected as a sample in order to evaluate the contribution of architectural education and to measure the impact of the settlement process on cognitive maps. In this context, as seen in **Table 2**, 58 first grade (44 females and 14 males) and 37 fourth grade students (23 females and 14 males) in architecture are requested to draw the campus plan by using drawing techniques how the imaginary elements of the campus are located in their memories. As drawing techniques, any two- and three-dimensional representations; plans, façades, and mass works; written or numerical definitions, and

Firstly, the number of elements in the cognitive maps drawn by the students according to the imaginary elements such as paths, nodes, edges, districts, and landmarks was calculated, and then the obtained data were transferred to the charts and evaluated. As the data were evaluated, because of the numerical differences between male and female students, the percentages of proportional values between male, female, and all students were used in the tables when making comparisons. Then, in order to determine the effect of experiences on the perception of space, the image elements are also classified and compared as shown in **Figure 1**.

colored or black and white expression techniques are permitted.

**54**

In order to make a detailed analysis of the paths in the cognitive maps, all arteries and secondary roads in the Meselik Campus are stated with different colors: three arteries (red, green, and yellow) and six secondary roads (blue, pink, cyan, purple, white, and brown) in **Figure 1**. Red and green arteries are started from the two main gateways with nodes A and B. As one of the main routes, the red path covers the entire campus from the east to west end, and the other one is the green path that starts at the north gateway routing firstly at the north-south direction and then continues with a sharp curve to the west. It also covers nine nodes (A, C, D, E, F, G, H, K, N).

All the paths drawn in the cognitive maps were counted and classified, and the data obtained were transferred to the graph shown in **Table 3**. When the data is evaluated, the cognitive maps of the first grade architecture students mostly include the main arteries stated by red and green, which are the main walking and vehicle paths of the settlement. Then, the paths stated in blue, purple, yellow, and cyan colors were drawn, respectively. The paths stated in white, brown, and pink are rarely drawn. Similar results were obtained when evaluated as male and female students.

In the cognitive maps of fourth grade architecture students, the paths indicated by red, green, blue, white, yellow, brown, pink, purple, and cyan were drawn, respectively. The representation of the paths in the fourth grade students' cognitive maps emerges at a much higher rate than the ones in the cognitive maps of the first grade students. While the paths indicated by blue, white, and brown are almost not included in the cognitive maps of the first grade students, they are in higher rates in the cognitive maps of the fourth grade students.

When the results obtained are evaluated, the paths expressed in red and green, which are the main arteries of the campus, are the paths that are remembered in the minds and processed on cognitive maps. The first reason is that these paths are the main transportation arteries, and the second reason is that the Foreign Languages department where the students are educated is located between these two paths. However, it is noteworthy that the proportion of first grade students is about half that of the fourth grades. The reason for this is that the meaning of the cognitive map for the students is limited to the structures, and therefore they are generally used as secondary components when trying to define the structures. The reason why the paths stated with blue, white, and brown are more frequently used on the cognitive maps of the fourth grade students is related to the fact that these paths were used more in the fourth year because of the connection between

**Figure 1.** *Paths, nodes, and landmarks of ESOGU Meselik Campus.*

#### **Table 3.**

*Path expression ratios (%) of first and fourth grade students.*

the engineering faculty and the vacant land they measured during the topography internship process. As a result, the low percentages of paths in the cognitive maps of the first grades are that students have not experienced the campus so much to think holistically, think regionally and think the structures in their minds, and think the paths as the elements that connect them. The higher percentages in the fourth grade are related to the positive impact of architectural education and the fact that they have experienced every part of the campus.

#### **2.2 Nodes**

All nodes are named in alphabetical order from A to S, in order to make a detailed analysis of the nodes in the cognitive maps as shown in **Figure 1**. As can be seen in **Table 4**, nodes listed from A to I can be seen in cognitive maps of first grade students, while all of them can be seen in cognitive maps of fourth grade students.

Nodes A and B are important intersections where all pedestrian and vehicle traffic of the campus passes. Of these, A is used more frequently by municipal busses and vehicles, while B is frequently used by pedestrians due to the presence of tram stops that provide transportation from the city to the campus. The majority of the first grade students provide transportation to the campus by tram, while the fourth

**57**

**2.3 Edges**

**Table 4.**

*Assessment of Perception of Physical Environment in the Context of Cognitive Maps…*

grade provides transportation from Bademlik Campus to Meselik Campus by busses. That is why A node is expressed at first grade students' sheets with a little ratio

Node C is the most important intersection of two main arteries, and node D is one of the most popular intersections of the whole campus. After entering the campus, node C and node D are the intersections where the distribution is provided and the passage is obligatory. In this context, they are largely shown in the cognitive

Nodes G, H, and I, which are located next to the Foreign Languages building where the first grade students receive their English preparatory education, are shown in their cognitive maps depending on the frequency of use. The reason why Nodes E and F and G are shown more than Nodes G, H, and I in the cognitive maps of the fourth grade students is that the fourth grade students used the cyan path where these intersections are located more than the first grade students. While nodes from J to S were not included in the cognitive maps of the first grade students, they were highly drawn in the cognitive maps of the fourth grade students due to their excessive use during the internship period. In the cognitive maps of the fourth grade, Nodes G, H, and I were expected to be higher depending on the experience, while nodes experienced during the internship were drawn at a higher rate. In the cognitive maps of the fourth grade, Nodes G, H, and I were expected to have a higher rate due to the experience during the preparatory education process, whereas

nodes experienced during the internship period were drawn at a higher rate.

The Meselik Campus is bordered by Gençlik Boulevard in the east, Ulusal Egemenlik Boulevard and the Porsuk River in the north, the Porsuk River in the west, and the forest in the south, as shown in **Figure 1**. The east, north, and west

In cognitive maps, first grade students expressed only the roads and walls that form the interface of the campus with the city as edges as shown in **Table 5**. On the other hand, the fourth grade students expressed the roads to a great extent as edges, then the forest, walls, city, and Porsuk River, respectively. Because of the Boulevards' public transit function, both, as the east and north-east edges, have the highest ratios at first and fourth grade students' cognitive maps. The reason why the forest and the Porsuk River, which is an important image of the city of Eskisehir, is not included in the cognitive maps of the first grade students is thought to be due to the lack of ability of students to think and draw on an urban scale, and

edges also separate the campus from the built environment.

both of them are not actively used as recreational areas in the campus.

*DOI: http://dx.doi.org/10.5772/intechopen.90660*

and big ratio at fourth grade students' sheets.

*Node expression ratios (%) of first and fourth grade students.*

maps of both groups, due to their locations.

*Assessment of Perception of Physical Environment in the Context of Cognitive Maps… DOI: http://dx.doi.org/10.5772/intechopen.90660*

**Table 4.** *Node expression ratios (%) of first and fourth grade students.*

grade provides transportation from Bademlik Campus to Meselik Campus by busses. That is why A node is expressed at first grade students' sheets with a little ratio and big ratio at fourth grade students' sheets.

Node C is the most important intersection of two main arteries, and node D is one of the most popular intersections of the whole campus. After entering the campus, node C and node D are the intersections where the distribution is provided and the passage is obligatory. In this context, they are largely shown in the cognitive maps of both groups, due to their locations.

Nodes G, H, and I, which are located next to the Foreign Languages building where the first grade students receive their English preparatory education, are shown in their cognitive maps depending on the frequency of use. The reason why Nodes E and F and G are shown more than Nodes G, H, and I in the cognitive maps of the fourth grade students is that the fourth grade students used the cyan path where these intersections are located more than the first grade students. While nodes from J to S were not included in the cognitive maps of the first grade students, they were highly drawn in the cognitive maps of the fourth grade students due to their excessive use during the internship period. In the cognitive maps of the fourth grade, Nodes G, H, and I were expected to be higher depending on the experience, while nodes experienced during the internship were drawn at a higher rate. In the cognitive maps of the fourth grade, Nodes G, H, and I were expected to have a higher rate due to the experience during the preparatory education process, whereas nodes experienced during the internship period were drawn at a higher rate.

### **2.3 Edges**

*Cognitive and Intermedial Semiotics*

the engineering faculty and the vacant land they measured during the topography internship process. As a result, the low percentages of paths in the cognitive maps of the first grades are that students have not experienced the campus so much to think holistically, think regionally and think the structures in their minds, and think the paths as the elements that connect them. The higher percentages in the fourth grade are related to the positive impact of architectural education and the fact that they

All nodes are named in alphabetical order from A to S, in order to make a detailed analysis of the nodes in the cognitive maps as shown in **Figure 1**. As can be seen in **Table 4**, nodes listed from A to I can be seen in cognitive maps of first grade students, while all of them can be seen in cognitive maps of fourth grade students. Nodes A and B are important intersections where all pedestrian and vehicle traffic of the campus passes. Of these, A is used more frequently by municipal busses and vehicles, while B is frequently used by pedestrians due to the presence of tram stops that provide transportation from the city to the campus. The majority of the first grade students provide transportation to the campus by tram, while the fourth

have experienced every part of the campus.

*Path expression ratios (%) of first and fourth grade students.*

*Paths, nodes, and landmarks of ESOGU Meselik Campus.*

**56**

**2.2 Nodes**

**Table 3.**

**Figure 1.**

The Meselik Campus is bordered by Gençlik Boulevard in the east, Ulusal Egemenlik Boulevard and the Porsuk River in the north, the Porsuk River in the west, and the forest in the south, as shown in **Figure 1**. The east, north, and west edges also separate the campus from the built environment.

In cognitive maps, first grade students expressed only the roads and walls that form the interface of the campus with the city as edges as shown in **Table 5**. On the other hand, the fourth grade students expressed the roads to a great extent as edges, then the forest, walls, city, and Porsuk River, respectively. Because of the Boulevards' public transit function, both, as the east and north-east edges, have the highest ratios at first and fourth grade students' cognitive maps. The reason why the forest and the Porsuk River, which is an important image of the city of Eskisehir, is not included in the cognitive maps of the first grade students is thought to be due to the lack of ability of students to think and draw on an urban scale, and both of them are not actively used as recreational areas in the campus.
