Differentiated Impact Mechanisms of Informal Learning Spaces in University Libraries from a Learning Experience Perspective: A Case Study of Tianjin University

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.