The purpose of this paper is to analyse privacy and interaction preferences in the social dimension of individual learning students and how the spatial configuration affects individual learners’ choices of learning spaces.
This empirical survey study was conducted in an Australian university’s informal learning spaces. Space syntax theories are applied to construct a four-quadrant theoretical framework.
The research findings indicate that based on the differences between students in their individual characteristics, there are significant differences in their needs for privacy and interaction. This study reveals that the spatial configuration affects individual learners’ choices of learning spaces.
This study could assist universities in providing students with more effective and diverse informal learning spaces.
