Abstract Despite the digital shift, university libraries have grown in importance as places where students come to learn. Interest in designing better spaces has led to a flowering of user experience studies. Such research into how students use library space could usefully be informed by the theory of embodied cognition, which emphasises the role of the body in thinking and learning. This study explores students' embodied experience of an information commons building. Data were gathered from participatory walking interviews, where students were asked to give the interviewer a guided tour of the building. Findings revealed the way that particular combinations of sensory experience contributed to particular forms of learning. Very small movements or choices seem to reconfigure space significantly. This research also draws attention to the way that different learning atmospheres are actively constructed. The findings contribute a new perspective on inquiry into the use of library space. The potential implication for libraries is the need for more fine grained analysis of use experience from a sensory perspective and for teachers and learners to more explicitly reflect on the role of the body in learning.

中文翻译：

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学习体：信息共享中的感官体验

摘要 尽管发生了数字化转变，但大学图书馆作为学生学习的场所变得越来越重要。对设计更好空间的兴趣导致了用户体验研究的蓬勃发展。这种关于学生如何使用图书馆空间的研究可以通过具身认知理论得到有益的信息，该理论强调身体在思考和学习中的作用。本研究探讨了学生对信息共享建筑的具体体验。数据是从参与式步行采访中收集的，学生们被要求带领采访者参观这座建筑。研究结果揭示了特定感官体验组合对特定学习形式的贡献方式。非常小的动作或选择似乎可以显着地重新配置空间。这项研究还引起人们对不同学习氛围的积极构建方式的关注。这些发现为探究图书馆空间的使用提供了一个新的视角。图书馆的潜在含义是需要从感官角度对使用经验进行更细粒度的分析，并且教师和学习者需要更明确地反思身体在学习中的作用。