Learning utility of smart school learning space: the impact of spatial factors via visual stated preference method

Abstract

In the era of Education 4.0, the development of smart schools represents a significant step forward. Learning spaces are critical to the success of smart school construction in primary and secondary schools, due to their significant impact on school-age children. This study focuses on identifying key spatial factors that influence students’ psychological preferences and learning utility in smart learning spaces. To achieve this, a visual stated preference method was employed to design a questionnaire, which was used to survey primary and secondary school students in Harbin, China. The resulting data was analyzed using a discrete choice model, which enabled the measurement of the utility levels of different learning space factors. The results show that students’ learning space preferences are significantly influenced by a variety of spatial factors, with the combination mode of classrooms and outdoors having the highest level of influence, followed by a completely open interface, U-shape seating layout, zoned color tone, and the combination mode of classrooms and corridors; the students surveyed show a significant negative preference for heteromorphic spaces compared to rectangular spaces. The discussion recommends the design of smart learning spaces around key spatial factors to enhance the utility of student learning.

Keywords

• smart learning space
• stated preference
• discrete choice model
• school design
• psychological preference