Active Experimentation as a Mediating Mechanism in Experiential Learning: Evidence from a Human Library

Background : Experiential pedagogies such as the Human Library are increasingly used in higher education to foster learning beyond the classroom. Nevertheless, research has predominantly relied on qualitative descriptions of outcomes, leaving the learning processes underpinning Human Library pedagogy underexamined quantitatively. Purpose : Drawing on Kolb's Experiential Learning Theory, this study examines the relationships among concrete experience, abstract conceptualization, active experimentation, and reflective observation in a Human Library learning context, with particular attention to the mediating role of active experimentation. Method : Survey data were collected from 200 undergraduate students who participated in a Human Library intervention. Partial least squares structural equation modelling was employed to test a process-oriented mediation model of experiential learning. Findings : Concrete experience and abstract conceptualization were positively associated with active experimentation, which was in turn associated with reflective observation. The findings further suggest that active experimentation may function as an intermediary process linking experience and conceptual understanding with reflection, although these mediation patterns should be interpreted descriptively rather than inferentially. Implications : This study suggests that experiential learning may be strengthened when students are supported to act on what they learn. Highlighting active experimentation offers practical guidance for designing more effective experiential pedagogies.