The Mediating role of space satisfaction in enhancing learning outcomes: A Study of university library learning spaces and informal learning needs

Abstract

In the evolving landscape of higher education, university libraries have transitioned from traditional knowledge repositories to dynamic environments that foster holistic student development. However, there remain gaps in understanding how these learning spaces influence student satisfaction and fulfill informal learning needs. This study addresses these gaps by examining the relationships between library learning space utilization, informal learning needs fulfillment, and overall student satisfaction. Using a quantitative cross-sectional survey, data were collected from 316 students across academic stages and disciplines with the aid of a structured questionnaire. Hierarchical regression and mediation analysis were employed to evaluate the relationships between learning space usage, informal learning needs, and satisfaction outcomes. Results reveal that learning space usage—characterized by frequency, duration, and spatial preferences—and the fulfillment of informal learning needs significantly enhance learning space satisfaction, which mediates the relationship with overall learning satisfaction. This study uniquely contributes by elucidating the mediating role of learning space satisfaction, offering practical implications for optimizing library spaces to enhance student satisfaction and academic outcomes. By addressing diverse student needs, universities can create more inclusive and supportive learning environments that promote effective learning experiences. © International Journal of Sustainable Building Technology and Urban Development.