Age-Specific Design Needs for Corridor Informal Learning Spaces in Primary Schools: A Low-Cost Mixed-Methods Study

To address the limited evidence base and lack of replicable methods for age-specific design in corridor-based informal learning spaces (ILSs) in resource-constrained primary schools, this study examines age-related spatial needs through a low-cost mixed-methods approach grounded in environment–behavior research and developmental psychology. Drawing on data from three primary schools in Lüliang, Shanxi, it constructs a three-stage evidence chain integrating preference data, behavioral mapping, and context validation. The findings show that lower-grade children (6–9 years) responded more strongly to salient cues and immediate feedback, with dynamic play and environmental interaction as prominent behavioral patterns. Upper-grade children (10–12 years), by contrast, were more often observed in low-interference settings with organizational support and more often engaged in group collaboration. Of the 113 recorded conflict events, 74.3% clustered in behavioral hotspots, indicating a strong spatial correspondence between conflict events and high-density activity areas, and pointing to structural mismatches among spatial attraction, capacity, and circulation. This study develops a low-cost spatial diagnosis and optimization framework for resource-constrained school environments. Within this framework, Minimum Viable Conditions (MVCs) define baseline usable conditions, the Bottleneck-Prone Node (BPN) identifies risk-prone corridor nodes, and the Cross-School Stability Index (CSI) supports cross-school stability assessment and intervention prioritization.