以模糊理論詮釋校舍空間使用者的活動行為：以朝陽科技大學設計學院為例

Interpretation of the Activities in the School Space Using Fuzzy Theory：Take Chaoyang University of Technology’s Design School as an Example

本研究旨在運用模糊理論探討大學校舍空間對其活動行為的影響，通過朝陽科技大學設計學院做為研究案例，對校舍內部和外部的各類空間進行自然行為觀察。本研究從文獻回顧中發現，雖然模糊理論廣泛應用在多個領域中，但其在校舍空間研究中仍相對缺乏，尤其是針對中介空間模糊性特徵的探討。為此，本研究結合模糊理論中的隸屬函數，計算出不同空間的隸屬函數值並進行空間歸類，進而探究該空間對使用者活動行為的影響。
經本研究探討後發現，校舍各類型空間的設計對學生的活動行為有顯著影響。例如，海豚廣場的隸屬函數值為0.25 ,歸類為偏外部性中介空間，活動行為主要為動態活動；反之，展示區的隸屬函數值為0.79,歸類為偏內部性中介空間，活動行為則多為靜態活動。其中圍蔽程度、空間尺度、顏色明暗等因子均有明確的影響，而不同空間的設計也影響著學生的互動和社交行為。然而，由於樣本局限於一所大學，硏究結果的普適性有待進一步驗證。未來研究應考慮更多類型的大學校舍，並深入探討單一影響因子的作用。

This study aims to use fuzzy theory to explore the imp act of university building spaces on their activity behavior. The study uses the Design School of Chaoyang University of Technology as a case study to conduct natural behavior observations of various internal and external spaces within the campus buildings. From the literature review, it was found that although fuzzy theory is widely used in multiple fields, its application in the study of school building spaces is still relatively lacking, especially in exploring the characteristics of intermediate space fuzziness. To address this, the study combines the membership function in fuzzy theory, calculates the membership function values of different spaces, and classifies the spaces to further explore their impact on user activity behavior.
This study found that the design of various types of spaces in the school building had a significant effect on students' activity behavior. For example, the Dolphin Plaza, with an membership function value of 0.25, was categorized as an externally mediated space, and its activity behavior was mainly dynamic; on the other hand, the exhibition area, with an membership function value of 0.79, was categorized as an internally mediated space, and its activity behavior was mostly static. Factors such as the degree of enclosure, spatial scale, and color shading have clear effects, and the design of different spaces also affects students' interaction and social behaviors. However, as the sample was limited to one university, the generalizability of the findings needs to be further verified. Future studies should consider more types of university buildings and explore the role of a single influencing factor.