Evaluating the performance of informal learning spaces in higher Education: an integrated methodological framework combining Space Syntax and Post-Occupancy Evaluation

The growing importance of informal learning spaces demands evaluation methods that bridge design intent and actual use. However, existing approaches treat spatial configuration and user experience separately, limiting diagnostic depth. This study develops and tests an integrated framework coupling Space Syntax with Post-Occupancy Evaluation (POE). Using the second floor of Wending Hall at a Chinese university, it operationalizes a “Structure-Behavior-Perception” model: Space Syntax quantifies configurational potential; POE captures behavior and perception via observation, surveys (N = 298), and interviews (N = 20). The coupling analysis reveals four contradictions explaining suboptimal performance: (1)highly integrated zones lack functional anchors for dwelling; (2)acoustic interference between active and static zones; (3)low-integration zones suffer poor perceived accessibility; (4)an outdoor terrace was spontaneously appropriated as a social hub, revealing latent user needs. Findings show spatial performance emerges from interplay among structure, environmental details, and perception – complexity single methods miss. The study contributes a spatially explicit, point-to-point coupling framework enabling mechanistic diagnosis at functional zone level, and provides a transferable toolkit with evidence-based strategies (acoustic zoning, attraction anchors, enhanced visibility) for designing and retrofitting informal learning spaces.