الفهرس 
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Abstract
On university campuses, an interaction between the campus users and the physical environment takes place, such as a small city, where its design characteristics of the surrounding environment affect its inhabitants. Including a diversity of users with different cultures and characters, subjected to daily stress and mental fatigue, a great concern must be given to university campuses and their students for fostering a successful learning experience on campus. In most universities, the care given to developing the indoor learning spaces is greater than the concern with the outdoor spaces and their facilities. However, these outdoor spaces have the largest opportunity for promoting a sense of community and bringing together the different elements of the campus physical environment. As a component of the university campus physical environment, landscape elements and their design, using water features and vegetation in addition to street furniture in the university campus, has a variety of functions other than the aesthetic one, such as; adding identity to the outdoor space and providing a healthy physical environment that affects its users positively. Studies from all over the world were concerned with the aesthetic function of the university campus landscape design disregarding its effect on the students’ psychological and physiological states, influencing their learning experience, academic performance, and achievement on campus. Such a relationship can be examined by studying landscape elements and their effect on the emotions of university students during their daily lives on campus, in addition to the impact of these resulting emotions on their academic performance. This thesis aims to achieve a psychologically successful landscape experience in university campus open spaces for better academic performance and achievements for students on campus. This study is divided into two sections; the first section is a literature review on emotional experience, landscape experience, and learning experience on campus, whose findings were represented in the form of two matrices, the first one is a Landscape-Emotion (LE) matrix, and the second one is an Emotions-Academic Performance (EAP) matrix, where a list of emotions was deduced from the study of the literature review to be used in these two matrices, the list is a combination between basic emotions and emotions students might experience during their academic experience. The second section is an analytic explanatory section, where the validity of the findings of the literature review was checked by conducting a students’ questionnaire of 69 questions, discussing the effect of landscape elements on students’ emotions. This questionnaire approved the validity of (LE) matrix deduced in the literature review, along with (EAP) matrix deduced also from the literature review. These two matrices were merged into a three-dimensional matrix correlating the impact of landscape elements on campus on students’ emotional states, and how these emotions influence students’ academic performance (LEAP) model. Finally, three case studies were chosen in Alexandria, Egypt, for the application of (LEAP) model, then the results of the application were discussed. This research could help landscape architects to avoid these defects in landscape design so that the campus landscape experience would be successful leading to better academic performance and achievements.