Assessment Methods of Pedestrian Spatial Experience in Public and University Campus Spaces: A Systematic Comparative Review

Pedestrian Spatial Experience PSE in urban spaces is a multi-faceted topic that requires the thematization of assessment methods due to their fragmentation across studies. Accordingly, this systematic review followed an inductive approach to define a framework of PSE assessment themes reflecting their evaluation in public and university campus spaces. This systematic review included open-access, accessible, peer-reviewed sources based on assessment-focused English research that followed defined frameworks on the effects of urban environments on adult PSE. Studies were excluded if they focused on non-pedestrians or vulnerable user groups, examined non-pedestrian-scale contexts, explored pedestrian experience in virtual environments, assessed interior spaces, lacked a structured attribute-based assessment framework, were review articles, did not specify how urban environments shape pedestrian experience, investigated non-urban or rural areas, or examined urban settings without clearly defined street or square infrastructure. The review relied on querying PSE-related bibliography from the Scopus and Web of Science databases on 12 October 2025; results were processed through a screening procedure according to the inclusion and exclusion criteria. The final sets of sources reviewed included 83 and 24 sources related to PSE assessment in public and university campus spaces, respectively. Risk of Bias (RoB) tools included the Joanna Briggs Institute (JBI) tool for cross-sectional studies, tailored for urban spatial studies, and the Prediction model Risk Of Bias Assessment Tool (PROBAST+AI), tailored for ABM studies. Using a data extraction sheet and codebook to identify the prominent codes in the included sources, in addition to reviewing frequent words and the methods of the included sources, clarified the main conceptual framework of PSE assessment themes. The thematic categorization of PSE studies was followed by analyses of the frequencies of the themes, the prevalence of themes across countries and cities, and the theoretical explorations within the themes over the years in both reviewed contexts. Subsequently, synthesizing both sets clarified the interrelations between themes, methods, and tools as an attempt to address gaps in PSE assessment methods. The main results of this review are the 11 themes of PSE assessment that were identified from the reviewed sources. Data analyses and syntheses indicated a high prevalence of quantitative methods relying on visual aspects, signifying the dominance of the Cognitive and Navigational Experience theme due to its frequent assessment by numerous and diverse sets of methods in both reviewed sets. Nevertheless, the Temporal Experience theme emerged as the least considered. The key limitations of this systematic review include its reliance on accessible articles from bibliographic databases, as well as its focus on adult populations as the common users of public and university campus spaces. This review decodes PSE in terms of its assessment themes through the methods followed and the applied tools within real environments. As an application of the introduced conceptual framework, this systematic review clarifies the comparison of the themes examined between public and university campus spaces. The findings of this systematic review provide a foundation for a comprehensive understanding of PSE, thereby informing the design of more user-centered environments.