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Academic spaces in colleges and universities span classrooms for 10 studentsto lecture halls that hold over 600 people. During the break betweenconsecutive classes, students from the first class must leave and the new classmust 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 affectsclassroom-turnover times, focusing on non-emergency settings. By adapting theestablished social-force model, we treat students as individuals who interactand move through classrooms to reach their destinations. We find that socialinteractions and the separation time between consecutive classes stronglyinfluence how long it takes entering students to reach their desks, and thatthese effects are more pronounced in larger lecture halls. While the mediantime that individual students must travel increases with decreased separationtime, we find that shorter separation times lead to shorter classroom-turnovertimes overall. This suggests that the effects of scheduling gaps andlecture-hall size on classroom dynamics depends on the perspective - individualstudent or whole class - that one chooses to take.

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