Extended Abstract
Background and Objectives: The demand for mass housing has led to a focus on building structures while often neglecting the open spaces in residential complexes. Due to the educational and psychological importance of play and social interaction, children are particularly affected by the underutilization of these spaces. The lack of understanding of the concept of “Presence-ability,” which results in the creation of unplanned areas, highlights the urgent need to reevaluate the design of open spaces in residential complexes. This research aims to develop a model that demonstrates the relationship between the components of presence and the physical factors of residential complexes, as well as to understand the impact of each variable on “Presence-ability.” Drawing on previous studies and theories by Schultz and Heidegger, the research aims to identify the concept of presence, explore its components, and establish its connection to the physical characteristics of open spaces in residential complexes.
Methods: The research methodology consists of two distinct qualitative and quantitative stages. Initially, with qualitative approach, the study delves into existing literature and draws upon Schultz’s theory of ‘presence’ to differentiate it from the concept of ‘existence’. Subsequently, logical reasoning is utilized to explore the relationship between various dimensions of presence, such as function, comprehension and implementation, and then its subcomponents, including orientation, accustom, memory, and identification, in relation to physical factors within residential complexes. To ensure precise results and uncover correlations between variables, physical factors within residential complexes are categorized into fixed factors (mass and open space) and semi-fixed factors (outdoor furniture and children’s play equipment). Following this categorization, components are measured through a questionnaire distributed among selected complexes in Sari city, targeting parents of children residing in these complexes. Collected data is analyzed using Lertap software, with further examination conducted through multiple regression and ANOVA tests in SPSS software to assess the relationships between components within each case.
Findings: The research findings indicate that the “Presence-ability” of open spaces can be evaluated based on four key factors: orientation, familiarity, memory, and identification. Additionally, within these factors, the specific characteristics of the place and meaningful motifs in identification, spatial transparency and the sequence of signs in orientation, natural background, activities and events in memory, and recognition of physical changes along with the use of indicators in familiarity have the greatest impact on the “Presence-ability” of open spaces.
Conclusion: In conclusion, design solutions can be proposed based on the findings of the research to enhance the “Presence-ability” of open residential spaces for children, highlighting the significance of physical factors over non-physical ones. Key physical interventions may include removing visual obstacles such as trees, signs, and light poles, constructing a playground centrally or near residential blocks, installing lighting or other rhythmic elements, and creating guiding signs like color blocks, window frames, or façade materials to aid children’s orientation in the open space. Additionally, defining boundaries around the complex with walls, incorporating play equipment in various colors within the play area, and designing the play space with specific dimensions can help children personalize their surroundings. Other memorable elements could include the arrangement of blocks that encourage recreational activities and interactions among residents or peers, maximizing the use of green spaces through gardens, tree planting, and decorative pots, which can foster lasting memories for children. Finally, features such as fencing around playgrounds, allowing children to engage with their environment by planting flowers or modifying the playground to their liking, arranging play equipment in a peripheral layout, and constructing play areas with distinct geometric shapes are design solutions that can promote a sense of identification with the environment in children.