「校園」，它是一個可以供師生活動及遊憩的場所，為有效提昇學生和整體校園之間的關係，並創造良好師生教學、研究環境與休閒環境，並可強化校園景觀特色；本研究應用環境行為理論探討校園環境改建前、改建後，其學生對學校環境認知的差異性及影響學生對校園環境認同感的因子；抽樣樣本是以逢甲大學二∼五年級日、夜間部的學生，研究地點以逢甲大學的榕榕大道為例。
　　在研究方法上，本研究採用質性觀察法與量化問卷法；在觀察法以行為圖繪記、照相的方式紀錄學生在榕榕大道的活動行為，將其結果融合到問券內容；以了解學生對校園環境改善前、後的認知差異及學生地校園環境使用後的滿意度。
　　從觀察法得之，學生在改建前和改建後的行為活動有明顯的差異，且學生的學習行為比改建前增加很多，所以校園改建，對學生而言是呈現出正面的效果。研究結果可知：
　　(1)學生對逢甲大學校園「改善前」的環境認知比「改善後」環境認知低，可知學生對改善後的環境感覺較好。
　　(2)環境認知因子的「心理因素」和「視覺因素」明顯影響學生的使用行為和校園整體滿意度。
　　(3)學生的社經背景，對環境認知因子「心理因素」和「視覺因素」、「行為活動」和「校園整體滿意度」，並無太大的差異，只有系別的差異性較大。
　　(4)「校園環境設施」會影響學生的「整體滿意度」，所以學校設施是個重要的因子。
　　由研究結果可知，學校的校園景觀，對學生在使用行為上或環境認知上均有明顯的影響，其結果可提供各大學在校園環境規劃上的參考，以達到人性化的校園環境。

　　School campus provides the place where teachers and students can work and relax. This research applied several environmental-behaior theories to identity the factors that contribute to students'' recognition before and after campus-rebuilding and the factors of influence student'' identity on the entire campus environment, in order to enhance the relationship between students and the campus environment that would produce a better teaching, studying and relaxation environment. The Banyan Boulevard at Feng Chia University campus was selected for the case study area. Sampling student population included those from sophomore to senior.
　　Major research methods included qualitative observation technique and survey questionnaires. Students daily activities were observed and recorded via behavioral maps and photo-taking. Results were then incorporated in the survey questionnaires. Analysis of the survey results formed the basis for recommending the modification of campus environment.
　　It is found that there are major behavioral differences before and after campus rebuilding. There is also a major improvement in students'' leaning attitude after rebuilding. It is concluded that effective campus rebuilding has positive effects on the student population. Other findings include:
　　(1)Students'' environment recognition for Feng Chia university "before improvement" is less than that "after improvement" that is , students feel better about the improved environment.
　　(2)Psychological and visual factors have distinct effects on students'' using behavior and satisfaction with the entire campus.
　　(3)Though there is no significant difference in satisfaction level among students with different social or economic background, there is significant difference among students in different academic departments.
　　(4)It is determincd that campus facilities play a major role in students'' satisfaction level with the entire campus.
　　This case study demonstrates that campus environment affects students'' perception and recognition of the university in areas such as behavioral and design propensity. It is suggested that campus planners take note of these findings to arrive at a better and humanistic campus environment.