Search Results (9)

As universities strive for socially sustainable environments, Informal Learning Spaces (ILS) serve as vital social infrastructure. However, previous studies often isolate physical environmental stimuli from internal psychological decision-making and treat harsh climates as absolute barriers. To address this gap, this study integrates Environment–Behavior Studies (EBS) and the Theory of Planned Behavior (TPB) to construct a comprehensive behavioral model for ILS in hot–humid climates. Using Structural Equation Modeling on 377 samples from Guangzhou, China, the study quantifies the interaction between physical spatial affordances and internal psychological mechanisms. The results reveal a critical shift in behavioral drivers: when psychological agency is introduced, the driving force of high-quality Space Design (path coefficient = 0.269) surpasses the restrictive impact of the severe Climate Environment (coefficient = 0.218). This demonstrates that architectural affordances can actively buffer physiological discomfort. Internally, Perceived Behavioral Control (PBC)—acting as an empirical proxy for user agency—emerges as the sole psychological dimension directly driving actual spatial usage (coefficient = 0.131), whereas personal attitudes and peer pressure show no significant direct behavioral impact. Furthermore, the direct behavioral influence of operations management becomes non-significant when mediated by psychological expectations. Ultimately, this study reframes ILS optimization, demonstrating that socially sustainable campus revitalization in hot–humid regions must prioritize empowering user autonomy and enhancing robust morphological design over administrative upgrades or mere passive climate endurance. Full article

The transformation of university libraries into learning commons has highlighted the importance of informal learning spaces (ILSs). However, the mechanisms through which spatial elements influence learning experiences remain underexplored, particularly in western China. Drawing on person-environment fit theory and a multi-coupling framework, this study develops a four-dimensional analytical model comprising spatial layout, facility configuration, environmental quality, and cultural perception. A mixed-methods approach was employed, including 532 valid questionnaires, behavioral observations, and comprehensive environmental measurements (illuminance, noise, CO₂, PM2.5, TVOC, thermal conditions) across three university libraries in Lanzhou, China. Structural equation modeling (SEM) and coupling coordination degree modeling were used for analysis. Spatial layout (β = 0.324, p < 0.001), facility configuration (β = 0.287, p < 0.001), environmental quality (β = 0.196, p < 0.01), and cultural perception (β = 0.158, p < 0.05) all significantly predicted learning satisfaction, jointly explaining 67.3% of the variance. Learning satisfaction partially mediated the relationship between spatial elements and learning outcomes (indirect effect 31.2%). Coupling coordination degrees ranged from 0.578 to 0.634, revealing a “high coupling, low coordination” pattern, with cultural perception as the common shortfall. Environmental measurements showed CO₂ concentrations ranging from 823 to 946 ppm in quiet zones and up to 1085 ppm in lounge areas, correlating negatively with satisfaction (r = –0.41, p < 0.05). Spatial elements influence learning outcomes primarily through satisfaction enhancement. An integrated optimization framework is proposed, offering actionable strategies for ILS design in similar contexts. Full article

As self-directed learning expands, informal learning spaces (ILSs) in university libraries have become central to students’ learning, and their spatial environments continue to evolve. However, the differential effects of spatial elements on perceived learning experience (PLE) across ILS types remain underexplored. This study examines four ILS types in three comprehensive libraries at Tianjin University: Individual–Enclosed (IE), Individual–Open (IO), Collaborative–Enclosed (CE), and Collaborative–Open (CO). Candidate spatial factors were defined through a literature synthesis, expert evaluation, and student interviews, and then field-surveyed to specify operational ranges. An orthogonal VR experiment generated 57 scene combinations. In total, 30 students produced 1566 valid observations, rating the overall impression and 5 PLE dimensions for each scene. For each ILS type, we quantified the contribution of each PLE dimension to overall impression and the effects of spatial factors on each dimension, yielding weighted composite contributions. The results reveal cross-type regularities at two levels. For PLE dimensions, supportiveness serves as a foundational dimension across all types; comfort differentiates along social orientation (individual > collaborative), while inclusiveness differentiates along morphological form (open > enclosed). For spatial factors, collaborative types (CE/CO) share a common reliance on facility-related factors, whereas individual types diverge—IE is driven by spatial form, while IO is driven by atmospheric attributes. These findings provide an empirical basis for prioritized, type-specific design interventions in library ILS renewal. Full article

Informal learning spaces (ILSs) have received widespread attention owing to their diversity, flexibility, and richness. Many university libraries are undergoing renovation. After partial renovation, the ILS of the library often appears in a ‘group embedded’ organisational model. This study used a study cluster of a university library as an example to research the quality of the internal spatial environment and its influencing factors in the study cluster. In terms of research methods, this study adopted a combination of high-precision positioning, questionnaires, and environmental data measurement. The questionnaires integrated the opinions of both users and designers. Drawing on the literature, this study surveyed multiple university libraries, summarised the spatial quality and influencing factors of ‘group embedded’ libraries, and compared them with the ILS of other two organisational models. There is currently no targeted framework for the design of ILSs, and no scholars have discussed the specifics of their organisational models. This study established a multi-factor analysis model for ‘group embedded’ ILSs. Finally, this study found four key determinants and their weights; they were physical environment (30.65%), environmental atmosphere (26.76%), spatial ontology (25.03%), and spatial facilities (17.56%). Among the 20 key factors, the first three factors and their weights are privacy (10.34%), illumination (9.20%), and noise (8.62%). Unlike the other two spatial organisation models, users of clustered embedded libraries paid more attention to space privacy. This paper proposed six major improvement measures to address privacy, illumination, noise, temperature, air quality, and nature friendly design. Full article

Sustainable informal learning environments are increasingly recognized as critical components of educational architecture, yet their environmental and behavioral dynamics remain underexplored. Informal learning spaces (ILS) support flexible, student-driven learning beyond formal classrooms. While prior research often isolates individual environmental factors, integrated multi-domain interactions and reciprocal occupant–space dynamics receive less attention. This study adopts a dual-perspective analytical framework, combining spatial analysis and student surveys (n = 1048) across 130 ILS in five academic buildings in China. The findings highlight several environmental dimensions influencing student experience. One extracted factor combines acoustic and thermal comfort with learning atmosphere—domains seldom grouped together—indicating their collective relevance to student experience. Additionally, spatial openness and natural connectivity further enhance student experience. Importantly, the results show that frequently used spaces receive lower physical quality ratings, group collaboration areas outperform individual study zones, and spontaneously formed spaces—informally appropriated, unplanned areas such as corridors or leftover corners—score lowest. These patterns may reflect mismatches between spatial supply and use intensity, institutional investment priorities, and differing levels of student autonomy and environmental control. This research extends conventional post-occupancy evaluations by introducing a comprehensive dual-perspective framework that links spatial characteristics with user-driven dynamics, and by identifying the combined effects of multi-domain physical environmental and supportive elements on student experience. The insights offer empirical grounding and actionable strategies for campus planners and architects, including prioritizing sensory comfort, enhancing spatial diversity, and supporting student-led adaptations to promote sustainable learning environments. Full article

Currently, with the intensification of global education competition, how to cultivate innovative and versatile talents has become the focus of education today. Informal learning spaces (ILS) have received widespread attention due to their benefits for interdisciplinary interaction. Many forms of ILS have been built, and coffee shops are one of them. However, there is no uniform standard for the design of cafes as ILS, and there are many problems with the spatial quality. This study took a university cafe as a case study and conducted research on the environmental quality and influencing factors from the perspective of environmental behavior. In terms of research methods, this study adopted a combination of ultra-wideband positioning, questionnaire surveys, and environmental data measurements. This research method could obtain the complete relationship between user behavior, time, and location, which improved the shortcomings of traditional research methods of fragmented and accidental data acquisition, and helped to obtain more accurate research results. The study identified the impact proportions of four criteria layer elements and 26 scheme layer factors, which was also the main contribution of this study. In terms of four criteria layer elements, the physical elements had the highest proportion, accounting for 32.46%. The ontology elements ranked second, accounting for 27.07%. The atmosphere elements ranked third, accounting for 24.19%. Finally, facility elements accounted for 16.29%. The top three scheme layer factors were equipment and facilities, noise, and illumination, with weights of 11.18%, 10.71%, and 8.35%, respectively. The study summarized the development directions of cafes as ILS, such as considering the learning needs of different groups, installing sound-absorbing and soundproof devices, adding grilles to external windows, and improving glare problems. Full article

Informal learning spaces (ILS) offer unique opportunities for students to interact and develop skills in a more social, resilient, and sustainable environment. However, there is a lack of a definitive typology for ILS and related design factors and outcomes. Therefore, this study aimed to identify the typology of ILS in academic education, including relevant design factors and positive outcomes from architectural and urban planning perspectives. A systematic literature review was conducted on articles published between 2004 and 2024 from four databases: Scopus, ScienceDirect, Emerald Insights, and IEEE Xplore. The included articles are in English and based on empirical data published in peer-reviewed journals, focusing on informal learning and its settings. A total of 37 full-text articles were included in the descriptive review, from which two categories and six types were identified: private indoor quiet space, semi-private/semi-public indoor space, public indoor space, public sustainable space, public outdoor space, and comprehensive space. The results also revealed seven categories of factors affecting these types of ILS: personal aspects, spatial design, physical settings, resources, social aspects, natural environment, and perceived environment. Furthermore, these ILS significantly contributed to five categories of positive outcomes: learning efficacy, socialisation, refreshment and relaxation, health outcomes, and sustainable development. Therefore, this SLR significantly contributed to the definition and typology of ILS in sustainable higher education. Full article

This article explores the training interests of non-university in-service teachers on the topic of innovative learning environments (ILEs). For this purpose, a specific questionnaire was designed and validated to collect teachers’ opinions on their current training interests. The questionnaire comprised a total of 32 items related to ILEs, grouped into four dimensions that included aspects of methodologies, digital technology, educational spaces, and specific didactic activities developed in these learning environments. The analysis of the 254 valid responses showed that the greatest interest is shown in the dimension that addresses didactic aspects of teaching in these environments, followed by aspects of the design of innovative educational spaces. Variations were also analysed according to demographic aspects such as gender, age, teaching seniority, and the educational stage at which the class is taught. The data obtained allow us to affirm that teachers have a high level of interest in the topic analysed. Furthermore, the grouping of different topics revealed by the correlational statistical study provides valuable information that allows teacher training consultants to create designs in coherence with the demands and interests expressed. Full article

As the focus on higher education in China gradually shifts from rapid development to an emphasis on quality, the need for campus environments to become facilitators of education has gained increasing attention. The accelerated development of information technology has also led to tremendous changes in both teaching and learning methods, with informal learning taking on an increasingly important role. Furthermore, the development of human sensing technology, especially visual perception technology, has brought in new opportunities for the research and optimization of informal learning spaces (ILSs) in universities. This paper focuses on the ILS in Chinese universities by exploring optimal design approaches based on visual perception analysis. Through research and field investigation, this paper proposes revised theoretical research of classifications and spatial elements of ILS in universities more applicable to the architectural study of space. This paper also explores practical optimal design methods with two case studies and makes experiments with wearable eye trackers to study the users’ perception in these spaces before and after optimization. The optimal design is made from the aspects of physical space, facilities, and environment. Visual perception experiments and quantitative analysis were used to obtain a higher level of experimental accuracy than the previous studies and thus to study the real feeling of users in spaces. By these means, the effect of the optimized design was verified and the relation between users’ perceptions and the spatial environments was explored for further improvements to optimal design methods. This article can provide theoretical and practical references for campus space optimization research and design, especially for ILS on university campuses. Full article