The poster presents a qualitative design-research study of creative workshops at HAWK University that explores how spatial arrangements, material infrastructures, and everyday practices shape students’ learning cultures and emotional attachments to these spaces. Using a research-through-design perspective, the project combines 13 semi-structured interviews conducted across seven different workshops with participant observation and photographic documentation. Interview material was systematically coded and translated into visual analytical formats such as frequency tables, matrices, and relational network diagrams, allowing experiential categories—ranging from atmosphere and safety to temporality, tools, and social interaction—to be compared across workshop types.

The results show that workshops operate not simply as sites of production but as socially and affectively charged environments that encourage voluntary engagement, long evening use, and informal communal activities. Students’ narratives emphasize openness, transparency, and material presence as central factors in creating motivating and identity-forming spaces. Comparative frequency analyses reveal distinct profiles for different workshops, while qualitative excerpts illustrate how spatial design and everyday practices intertwine. Overall, the research demonstrates how learning cultures emerge from the interaction of architecture, materials, and social routines, and how visualized qualitative analysis can serve as a bridge between ethnographic inquiry and design-oriented knowledge production.