How do classroom-turnover times depend on lecture-hall size?

Joseph Benson; Mariya Bessonov; Korana Burke; Simone Cassani; Maria-Veronica Ciocanel; Daniel B. Cooney; Alexandria Volkening; Joseph Benson; Mariya Bessonov; Korana Burke; Simone Cassani; Maria-Veronica Ciocanel; Daniel B. Cooney; Alexandria Volkening

doi:10.3934/mbe.2023403

Mathematical Biosciences and Engineering

2023, Volume 20, Issue 5: 9179-9207. doi: 10.3934/mbe.2023403

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Research article

How do classroom-turnover times depend on lecture-hall size?

1.
Mathematics, Statistics, and Computer Science, Macalester College, Saint Paul, MN 55105, USA
2.
Department of Mathematics, NYC College of Technology, Brooklyn, NY 11201
3.
Department of Mathematics, University of California Davis, Davis, CA 95616
4.
Department of Mathematics, University at Buffalo, Buffalo, NY 14260
5.
Department of Mathematics and Department of Biology, Duke University, Durham, NC 27708
6.
Department of Mathematics and Center for Mathematical Biology, University of Pennsylvania, Philadelphia, PA 19104
7.
Department of Mathematics, Purdue University, West Lafayette, IN 47907

Academic Editor: Yang Kuang

Received: 07 October 2022 Revised: 07 February 2023 Accepted: 11 February 2023 Published: 14 March 2023

Academic spaces in colleges and universities span classrooms for $ 10 $ students to lecture halls that hold over $ 600 $ people. During the break between consecutive classes, students from the first class must leave and the new class must find their desks, regardless of whether the room holds $ 10 $ or $ 600 $ people. Here we address the question of how the size of large lecture halls affects classroom-turnover times, focusing on non-emergency settings. By adapting the established social-force model, we treat students as individuals who interact and move through classrooms to reach their destinations. We find that social interactions and the separation time between consecutive classes strongly influence how long it takes entering students to reach their desks, and that these effects are more pronounced in larger lecture halls. While the median time that individual students must travel increases with decreased separation time, we find that shorter separation times lead to shorter classroom-turnover times overall. This suggests that the effects of scheduling gaps and lecture-hall size on classroom dynamics depends on the perspective—individual student or whole class—that one chooses to take.
- pedestrian dynamics,
- complex social systems,
- agent-based modeling,
- social force,
- classroom,
- lecture-hall size
Citation: Joseph Benson, Mariya Bessonov, Korana Burke, Simone Cassani, Maria-Veronica Ciocanel, Daniel B. Cooney, Alexandria Volkening. How do classroom-turnover times depend on lecture-hall size?[J]. Mathematical Biosciences and Engineering, 2023, 20(5): 9179-9207. doi: 10.3934/mbe.2023403

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Abstract

Academic spaces in colleges and universities span classrooms for $ 10 $ students to lecture halls that hold over $ 600 $ people. During the break between consecutive classes, students from the first class must leave and the new class must find their desks, regardless of whether the room holds $ 10 $ or $ 600 $ people. Here we address the question of how the size of large lecture halls affects classroom-turnover times, focusing on non-emergency settings. By adapting the established social-force model, we treat students as individuals who interact and move through classrooms to reach their destinations. We find that social interactions and the separation time between consecutive classes strongly influence how long it takes entering students to reach their desks, and that these effects are more pronounced in larger lecture halls. While the median time that individual students must travel increases with decreased separation time, we find that shorter separation times lead to shorter classroom-turnover times overall. This suggests that the effects of scheduling gaps and lecture-hall size on classroom dynamics depends on the perspective—individual student or whole class—that one chooses to take.

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