As higher education increasingly emphasizes quality enhancement and innovative development, the importance of learning spaces is being recognized. The swift progress in information technology has also significantly altered learning methodologies, with informal learning becoming increasingly vital. The variety of spatial types and the intricate factors influencing informal learning spaces (ILS) can often result in interference among different elements, thereby undoubtedly escalating the complexity of research. The ILS within libraries has emerged as a research subject due to its exemplariness. To address this challenge, our study employed ultra-wideband (UWB) indoor positioning technology to conduct comprehensive research. This was achieved by gathering and analyzing data related to the indoor physical environment and user seating preferences, among other factors. We then established correlations between different data sets, considering the dimensions of time and space. This study constructed a multi-factor model influencing ILS and calculated the proportions of four decision-making elements using a comprehensive approach that included SPSS analysis and comparative scoring. Among these, physical elements topped the list, accounting for nearly 40% of student preferences. Following that, facilities elements contributed to over 20% of preferences. Ontology elements (macro layout, functional zoning, and form composition) explained over 15% of preferences, and lastly, atmosphere elements (> 10%). The study identified 7 key bottom-level indicators and their respective weights for each ILS type, and proposed improvement methods for them, aiming to offer reference and support for future ILS design.
Wang et al. (Sat,) studied this question.