A Qualitative Study on University Students’ Restorative Experience of the Library Space Environment

Abstract

Currently, university students are facing high levels of stress and negativity. Creating a campus learning environment that promotes students’ physical and mental health and well-being has become a key focus of current research. There is now a wealth of research proving that the natural attributes of learning spaces are highly restorative for university students, both physically and mentally. In order to comprehensively clarify the characteristics of the library spatial environment that has a restorative effect on university students, this paper conducted semi-structured interviews with 50 university students and thematically analyzed the data obtained from these interviews. Ultimately, we identified five key themes: (1) Being away: students believe that studying alone is a way to escape social pressures, immersing themselves in their studies helps them forget everything around them, and the view from the window creates a sense of detachment; (2) Extent: students perceive the design of the library space as rich and orderly; (3) Fascination: many elements of the library spatial environment appeal to them and make them feel energized. The overall atmosphere motivates them to engage more actively in their learning; (4) Compatibility: the library spatial environment provides a variety of facilities that meet their learning needs, along with various types of spaces catering for different behaviors; and (5) Biophilia: Many interviewees mentioned the benefits of natural environments and timber, as well as their preference for spaces with a sufficient sense of enclosure and the ability to observe others. The first four themes were found to be closely related to the Attention Restorative Theory during the course of the study, while the last theme was mentioned by most of the students. The results of this study prove that library spaces can be described as restorative environments in the same way as natural environments, with both physical and mental restorative effects. Furthermore, the results of this study can also provide certain ideas for the design and renovation of the internal spatial environment of university libraries.

1. Introduction

There is a growing body of research showing that stress has become one of the major health risks in today’s society [1,2,3,4]. University students, as a special group, contend with societal, life, and academic pressures simultaneously, leading to a higher incidence of physical and mental health issues compared to the general groups [5]. University students often suffer from symptoms of excessive stress and mental fatigue, and in some cases, they may even develop mental illnesses or face serious consequences such as suicide [6]. Furthermore, campuses are high-pressure environments characterized by information overload [7], where students are required to process a significant amount of information, engage in extensive learning, and tackle complex problems. This process consumes a large amount of cognitive resources, and prolonged exertion can lead to negative mental, physical, and cognitive effects, as well as attention fatigue. These can weaken their ability to work, concentrate mentally, tolerate irritability, and perform tasks accurately [8]. At present, physical and mental health problems have become very common across university campuses [9,10]. Therefore, how to alleviate the learning pressure on university students and improve their mental health is an urgent problem to be solved.

Restorative environments restore and renew the user’s depleted physical and mental resources. They are defined as environments that alleviate stress, reduce fatigue, and promote physical and mental well-being, especially by improving concentration [11]. The Attention Restorative Theory (ART) and the Stress Reduction Theory (SRT) are the two foundational theories of restorative environments [12]. The Attention Restorative Theory suggests that exposure to nature can invoke involuntary attention, thus supplementing our attention [10]. Based on this, four basic characteristics have been summarized: Being away, Extent, Fascination, and Compatibility [13]. The Stress Reduction Theory suggests that contact with nature directly reduces mental stress as a result of natural evolution [14]. Therefore, natural environments are recognized as an important resource with restorative potential, and certain features of them can contribute to recovery to some extent [15]. In addition, Wang argued that biophilia and restorative environments overlap in their connotations. Effective contact with nature can lead to the fulfillment of biophilia, triggering physical and mental restoration in turn [16].

Many scholars from various countries have found in their studies that natural environments on campuses have a restorative effect. In an online study of campus green spaces, Hipp, J.A. et al. found a significant correlation between the perceived degree of greening on the campus by students and the restorative benefits generated by the green spaces [17]. Additionally, Liprini, R.M. found that students spontaneously visited the more restorative spaces [18]. Carrus, G. et al. found that amusement parks and campuses can be enhanced by adding natural elements to increase their restorative qualities [19]. Bratman, G.N. found that students’ anxiety levels decreased in natural environments compared to those in built-up environments when researching Stanford University and its surroundings. On the contrary, their cognitive functioning and working memory capacity improved [20]. Similarly, landscaped water bodies, art installations, and large tree canopies on campuses are effective in triggering a sense of ‘being away’ in the Attention Restorative Theory, giving campuses the potential for restoration [21].

However, on university campuses, students spend most of their time studying, and the majority of this study time is spent indoors, which leads to difficulties in accessing nature as a restorative resource. This has led the academic community to gradually shift its focus to improving the restorative quality of indoor spaces [22]. In addition to the natural environment, the spatial environments of some campus buildings were considered restorative. Mejía-Castillo, A. d. J. et al. found that students perceived the cafeteria as a site with potential for restoration, along with the campus green space. The cafeteria scored the highest on the ‘being away’ characteristic, while the green space scored the highest on the other three characteristics [23]. Felsten, G. found that large nature murals in indoor environments with restful features in campus buildings can provide restoration for individual students when natural resources are unavailable [24]. Li, J. et al. found that both implanted timber structures and timber enclosure elements had strong restoration effects by studying timber components in informal learning spatial environments in colleges. The best restoration effect was achieved when the timber rate was between 60% and 80% [25]. Wang, R. et al. experimentally found that creating a visual link between indoor spaces and outdoor landscapes through windows could improve the quality of classroom restoration [26]. In addition to the restorative effects of the biophilic environments mentioned above, several social attributes exhibit the same effect. Galindo, M.P. et al. found that cultural history and rich façade elements have restorative effects. In addition, an individual’s “sense of belonging” to the city and social gathering places may be related to recovery [27]. Staats, H. et al. found that cafés are also restorative because they are places associated with leisure activities [28].

As a complex of learning and interaction functions on the university campus, the library not only has the possibility of creating nature, but it is also a cultural place full of leisure attributes. All of these factors provide the library with a certain potential for restoration. Some scholars have conducted studies on its restoration potential. Stragà, M. et al. found that although hospitable natural settings showed the greatest restorative effect overall, libraries, as hospitable built environments, were more restorative than harsh natural settings [29]. Diller, K. introduced the Attention Restorative Theory to college libraries and found that greenery inside the library or natural landscapes outside the windows can reduce mental fatigue and increase the level of attention recovery [30]. In summary, while many scholars have conducted research and discussions on the restorative environments of campus spatial environments and indoor environments of campus buildings, there is relatively less systematic research on the restorative environments of library spatial environments. Existing studies mainly focus on comparing them with natural environments or assessing the restorative effects of natural elements within library spaces. Therefore, the purposes of this study can be summarized as follows:

• To reveal the role of libraries in promoting students’ physical and mental well-being through semi-structured interviews with university students and gain insight into whether university libraries have the potential to be restorative environments on campus;
• To comprehensively identify the characteristics of the library spatial environment that is restorative for university students through thematic analysis.

2. Materials and Methods

2.1. Study Site

The site chosen for this study is the library of the first campus of the Harbin Institute of Technology, which is the only library on this campus. It is situated in the center of the campus, close to the main entrance of the campus, and has a full square and abundant green space on all sides. It is one of the main places for collective activities on campus (Figure 1). This library, which was built in 1995, has a construction area of 23,000 square meters, five floors, and more than 3000 seats, offering various space types, such as individual study, group study, seminar rooms, and recreational space, and a coffee shop. Because of the high degree of spatial repetition between the second and third floors and the fourth and fifth floors of the library, we used AutoCAD 2021 to draw the floor plans of the first, second, and fourth floors, in which we marked the specific locations of the various types of spaces (Figure 2). This library underwent a renovation and enhancement of the facade and surrounding environment in 2019.

2.2. Semi-Structured Interviews

As this study aims to gain a deep understanding of university students’ perceptions and experiences of restorative experiences in library spatial environments, evaluating whether the library environment has restorative effects and what kind of restorative effects it possesses, we set clear screening criteria for the randomly interviewed subjects, such that they should be college students aged between 19 and 24, with 25 males and 25 females to ensure gender balance. In addition, it is necessary to ensure that all interviewees have studied in the library and have a relatively sufficient understanding of the library (the criteria being a frequency of visits greater than or equal to two per week). The screened interviewees included both undergraduate and graduate students, with the former accounting for the majority, and covered different subject areas, including liberal arts, science, and engineering. Additionally, the interviews were conducted in Chinese from February to May 2024.

To ensure the reliability and validity of the collected data, we chose the central hall of the library entrance as the interview location, allowing the interviews to proceed smoothly in a relatively quiet and undisturbed environment. Moreover, we adopted semi-structured interviews to ensure that all the interviews covered the preset core content while allowing for appropriate, flexible questioning based on the respondents’ answers. We asked the interviewees about their availability for short interviews and also asked them about the frequency of their visits to the library and the mode of study they most often adopt in the library. The basic information of the interviewees is shown in

Table A1. Basic information of the interviewees.

Number	Sex	Age	Subject	Educational Level	Frequency	Learning Modes
1	Male	23	Science	GS	2–3 times a week	IL
2	Male	19	Engineering	US	2–4 times a week	IL
3	Female	20	Liberal Arts	US	2 times a week	GD/IL
4	Male	21	Engineering	US	2 times a week	IL
5	Male	22	Engineering	US	3 times a week	GD
6	Male	22	Science	GS	2–3 times a week	IL
7	Female	21	Science	US	4 times a week	IL
8	Female	23	Engineering	GS	4 times a week	IL
9	Female	19	Engineering	US	2 times a week	GD/IL
10	Male	20	Engineering	US	5 times a week	GD
11	Female	24	Engineering	GS	2–3 times a week	IL
12	Female	24	Liberal Arts	GS	2–4 times a week	IL
13	Female	23	Science	GS	3 times a week	IL
14	Male	21	Engineering	US	2 times a week	GD/IL
15	Male	22	Science	US	3 times a week	IL
16	Female	20	Engineering	US	2–3 times a week	IL
17	Female	19	Science	US	3 times a week	IL
18	Male	21	Science	US	2 times a week	IL
19	Female	22	Science	GS	2–4 times a week	IL
20	Male	23	Engineering	GS	3 times a week	GD/IL
21	Female	20	Engineering	US	2 times a week	IL
22	Female	22	Engineering	US	5 times a week	IL
23	Male	19	Science	US	4 times a week	GD
24	Female	19	Science	US	4 times a week	IL
25	Female	24	Liberal Arts	GS	2–4 times a week	GD/IL
26	Male	23	Engineering	GS	2 times a week	IL
27	Female	24	Engineering	GS	3–4 times a week	IL
28	Male	21	Science	US	2–3 times a week	IL
29	Male	19	Engineering	US	3 times a week	GD/IL
30	Female	22	Liberal Arts	GS	4 times a week	GD/IL
31	Male	22	Engineering	US	3 times a week	GD
32	Female	20	Engineering	US	2 times a week	IL
33	Female	24	Science	GS	5 times a week	IL
34	Male	21	Science	US	3–5 times a week	GD/IL
35	Male	19	Engineering	US	4 times a week	IL
36	Male	23	Science	GS	3–4 times a week	IL
37	Male	21	Engineering	US	2–3 times a week	GD
38	Female	21	Science	US	3 times a week	IL
39	Male	20	Science	US	2 times a week	IL
40	Male	19	Engineering	US	3 times a week	IL
41	Female	19	Engineering	US	3 times a week	IL
42	Female	19	Liberal Arts	US	2 times a week	GD/IL
43	Male	22	Science	GS	3–5 times a week	GD/IL
44	Male	21	Science	US	2 times a week	IL
45	Female	23	Science	GS	2 times a week	IL
46	Male	20	Liberal Arts	US	3–4 times a week	GD/IL
47	Female	22	Liberal Arts	US	2–3 times a week	IL
48	Female	24	Science	GS	2–3 times a week	IL
49	Female	24	Science	GS	2 times a week	IL
50	Male	20	Engineering	US	2–3 times a week	GD/IL

GD: group discussion; IL: individual learning. US: undergraduate student; GS: graduate student.

of Appendix A. Subsequently, the interviewees were informed of the purpose and procedures of this study. Interviews were limited to 15–30 min for each individual. All interviewees agreed to the request for audio recording and signed an informed consent form. After the interviews, the authors transcribed and proofread the recordings to minimize data loss and misinterpretation.

The main outlines of the interviews were as follows:

• Do you feel pressured to study?
• How would you describe the library?
• What do you think of the atmosphere in the library?
• Please describe an experience where you went to study, being as detailed as possible.
• What do you like about the library and why?
• What did you dislike about the library, and why not?
• Please describe the library as you would expect it to be.

In addition to the above basic questions, the authors also conducted some follow-up questions based on the subjects’ answers.

2.3. Qualitative Data Analysis

The data in this study were analyzed using the thematic analysis method summarized by Braun, V. and Clarke, V. in six steps [31]:

• Familiarizing with our data: Read the data repeatedly and take conceptual notes to record initial thoughts in order to have a comprehensive understanding of the interviews;
• Generating initial codes: Initiate coding based on the dataset and mark key phrases and sentences that reflect the experiences and feelings of the interviewees;
• Searching for themes: Organize the initial coding to form themes and create an initial thematic framework;
• Reviewing themes: Repeat steps and review the initial themes to ensure that they accurately reflect the content of the data;
• Defining and naming themes: Analyze the details of each theme and identify definitions and names for each theme;
• Producing the report: Extract representative data and connect the analyzed issues to the literature in a scholarly report.

This study was thematically analyzed based on the above steps. When proceeding to the initial coding, we found that it fitted well with the four characteristics of the ART, so we considered using a deductive (top–down) approach for the thematic analyses [32].

In order to determine whether an environment is restorative or not, academics usually use the Perceived Restorative Scale (PRS) [32], developed by Hartig, T. et al., and the Restorative Components Scale (RCS) [33], developed by Laumann, K. et al.. Both of these scales are frequently employed in the field of restorative environments. The higher the score of an environment, the more restorative it is for the respondent. In this paper, we refer to the clauses in the above scale and the definition of restorative environments, matching them with the statements described by the interviewees to determine whether the research subjects exhibit the characteristics that restorative environments have, which helped the authors summarize and analyze the thematic content [34]. It is worth noting that not all of the interviewees’ full descriptions were directly associated with the characteristics of restorative environments, but the vast majority of them are directly and indirectly related. Additionally, we identified a clear theme in the process of forming the theme that was not part of the restorative environment characterization.

3. Results

By labeling and summarizing the key words and phrases of the interviewees’ experiences and feelings, as shown in

Table A2. Interviewees’ description of the spatial characteristics of the library.

Number	Key Words and Phrases Extracted from the Interviews	Themes
1	Comfortable and cozy environment; well-equipped facilities; strong study atmosphere; space for interaction.	Compatibility
2	Comfort and coziness; independent study atmosphere; cultural atmosphere; focus atmosphere; academic atmosphere.	Fascination and Compatibility
3	Focus and independence; maintaining distance; privacy and security.	Being away and Biophilia
4	Quiet and peaceful study environment; adorned with greenery; ample natural light; conducive to deep thinking.	Being away, Fascination, and Biophilia
5	Natural environment and relaxation; social pressure; comfort and coziness; cultural atmosphere.	Being away, Fascination, and Biophilia
6	Open study space; spacious and bright; providing a comfortable study atmosphere and independent study areas.	Extent
7	Comfort and coziness; versatility; interaction and collaboration.	Compatibility
8	Comfort and coziness; facility requirements.	Compatibility and Fascination
9	Focus and independence; comfort and coziness; cultural atmosphere.	Being away
10	Well-equipped facilities, providing a comfortable study environment and a good academic atmosphere.	Compatibility
11	Natural environment and relaxation; comfort and coziness; academic atmosphere.	Being away and Fascination
12	Academic atmosphere; interaction and collaboration; privacy and security.	Fascination, Compatibility, and Biophilia
13	Decorated with green plants; quiet study atmosphere; coexistence of focus and relaxation.	Being away and Fascination
14	Comfort and coziness; neat bookshelves and chairs; academic atmosphere; cultural atmosphere.	Being away, Extent, and Compatibility
15	Simple and elegant design; high comfort level; conducive to improving learning efficiency and focus.	Being away
16	Interaction and collaboration; maintaining distance.	Compatibility
17	Versatility; greenery and outdoor exposure; interaction and collaboration.	Compatibility and Biophilia
18	Comfort and coziness; wooden decor.	Biophilia
19	Greenery and outdoor exposure; natural environment and relaxation.	Fascination and Biophilia
20	Natural environment and relaxation; comfort and coziness; focus atmosphere; academic atmosphere.	Being away and Compatibility
21	Diverse study spaces, including group discussion areas and independent study areas, catering to different learning needs.	Compatibility
22	Comfort and coziness; wooden decor.	Biophilia
23	Quiet environment; conducive to concentration; high comfort level; suitable for long-term study.	Being away
24	Provides quiet and private study spaces, making it easier for students to focus and delve into their studies.	Being away
25	Facility requirements; versatility.	Compatibility
26	Simple design; adorned with green plants; comfortable and pleasant, providing a good study atmosphere.	Fascination
27	Ample natural light; strong atmosphere for communication, promoting interaction and collaboration among students.	Compatibility and Biophilia
28	Comfort and coziness; academic atmosphere; facility requirements.	Extent
29	Versatility; greenery and outdoor exposure; activity center; interaction and collaboration.	Compatibility and Biophilia
30	Privacy and security; comfort and coziness.	Biophilia
31	Natural environment and relaxation; versatility; interaction and collaboration.	Compatibility and Biophilia
32	Provides multifunctional study spaces, including group discussion areas and individual study areas, accommodating different learning styles.	Compatibility
33	Comfortable environment; strong privacy; suitable for individual independent study and deep thinking.	Being away and Biophilia
34	Facility requirements; interesting little decorations; comfort and coziness.	Extent and Fascination
35	Surrounded by green plants; strong natural atmosphere; conducive to relaxation and improving learning efficiency.	Fascination
36	Provides a study environment for free communication and collaboration, promoting interaction and joint learning among students.	Compatibility
37	Simple and elegant design; quiet and comfortable environment; conducive to student focus and deep study.	Being away
38	Focus and independence; comfort and coziness.	Being away
39	Provides various study facilities and equipment, offering convenient study conditions for students.	Extent
40	Well-equipped facilities, providing diverse study spaces and resources, meeting the learning needs of different subjects.	Extent and Compatibility
41	Warm and comfortable environment; conducive to student concentration and deep study.	Being away
42	Provides quiet and private study environment, offering a good academic atmosphere for students.	Being away and Biophilia
43	Well-equipped facilities; quiet environment; conducive to student focus and deep study.	Being away and Extent
44	Multifunctional study space, providing an environment for free communication and collaboration, promoting interaction among students.	Compatibility
45	Provides a comfortable and quiet study environment; conducive to student focus and deep study.	Being away
46	Natural environment and relaxation; comfort and coziness.	Being away
47	Simple and elegant design; high comfort level; suitable for long-term study and deep thinking.	Being away
48	Provides diverse study spaces and resources, offering convenient and comfortable study environment for students.	Compatibility
49	Focus and independence; drawing me into a state of learning; comfort and coziness.	Being away and Fascination
50	Well-equipped facilities; comfortable environment; conducive to student focus and deep study.	Being away and Extent

of Appendix A, we found a clear correlation between university students’ descriptions of the library learning space environment and the characteristics of the restorative environments, but another clear theme also emerged. Therefore, this study presents the results of our deductive analyses in terms of the following five high-level themes: Being away, Extent, Fascination, Compatibility, and Biophilia (

Table 1. The themes and sub-themes identified through our thematic analysis.

Themes	Sub-Themes
Being away	Studying alone can be a great way to be away from the pressures of socializing.
	Immerse myself in my studies and forget everything around me.
	The view from the window makes me feel like I am not there.
Extent	The design of the library space is rich and orderly.
Fascination	Many elements of the library appeal to me and make me feel energized.
	The atmosphere of the library makes me more motivated to study.
Compatibility	The library provides a variety of facilities to meet my learning needs.
	Various spaces can satisfy different activities.
Biophilia	Many students mentioned the benefits of natural environments and timber quality.
	Enclosed space behind or to the side with the ability to observe others.

).

3.1. Being Away

“Being away” is the prerequisite for recovery. It refers to eliciting mental feelings that differ from the usual scenario and detachment from the everyday routine [13]. According to the ART, people achieve restoration of attention by withdrawing from tasks that require sustained attention and shifting to activities that do not require active control of attention. Individuals under stress are influenced by certain factors, such as the sheltered nature of space, to move away from and escape stress [35]. For learning spaces, “being away” requires an environment that feels removed from everyday learning, including escaping redundant environments, distancing oneself from daily studies, and temporarily forgetting about one’s goals.

• Studying alone can be a great way to be away from the pressures of socializing.

Through this study, we found that learning can indeed be an effective means of escaping social pressure for some respondents. However, this does not mean that socializing is negative, but it emphasizes the flexibility of choice that should be offered to students in order to provide them with more diverse spaces. This finding can be a useful reference for education departments and school administrators and can better support students’ learning experiences and physical and mental well-being.

Q: “Do you have any pressure in university students’ life?”

A9: “There are a lot of pressures, ah, study pressures, socialising, life pressures, I prefer to do things on my own and be able to have some space of my own……”

Q: “So, where do you usually choose to study?”

A9: “I usually choose the library.”

Q: “Why do you choose to study in the library?”

A9: “I feel that my dormitory is not very suitable for studying. We are a four-person dormitory, and my classmates don’t quite have the same routine, which often interferes with my study. If I go to the library to study, I’ll probably be more relaxed because we don’t know each other or need to socialise, and we’re all just focused on our immediate work.”

A38: “I tend to study in the library because it provides a more focused and independent space. Back in the dorm, while having friends around is nice, the social pressure can sometimes be a bit distracting. But in the library, I can really immerse myself in my books and not have to worry about anyone else. It’s a nice break from the social buzz, and it gives me a chance to focus on improving myself and growing as a person.”

• Immerse myself in my studies and forget everything around me.

If you can immerse yourself in learning, it will greatly improve the efficiency of learning. “Being away” also means being out of routine, out of the environment, forgetting for a while about the goals you have set for yourself, and immersing yourself in a state of oblivion. The following examples illustrate this:

Q: “What do you think of the library environment?”

A20: “……. I actually often get so immersed in learning that I even forget where I am sometimes, and this place keeps me focused.”

• The view from the window makes me feel like I am not there.

The landscape outside the window attracts university students as if it is a paradise and offers a relaxing, far-reaching scene for students to escape the stress of their current studies mentally rather than physically.

Q: “What do you do if you are tired of studying in the library?”

A5: “It would be nice if I could go back to sleep, but sometimes the homework is so stressful that I just have to keep studying in the library. I like to look out of the window and see birds landing on the branches, the wind blowing the leaves, and the sunlight pouring down, just a vibrant scene. I would feel like I was out of the shackles of studying for a moment and flying out of the window, haha.”

Q: “After studying continuously for several hours in the library, how do you usually relax yourself?”

A46: “Well, I usually look out at the scenery beyond the window. The trees, the blue sky, and the occasional passing clouds are like beautiful landscapes given to me by nature. Whenever I gaze out the window, I feel like I’m being taken to a peaceful corner, far away from the hustle and bustle of the library and the pressure of studying. This immersive feeling makes me feel very relaxed, as if all the tiredness has disappeared.”

3.2. Extent

“Extent” refers to the space that can provide rich information in clear order and coherence. It occupies the mind for a while, and university students focus their attention on it, and their physical and mental states are restored. Similarly, the ART suggests that people regain attention by focusing on environments with complexity and diversity [16]. It has a two-fold meaning: on the one hand, it means that there are enough elements in the space; on the other hand, it means that there are variations and differences in the organization of the space. Therefore, college libraries have enough “extent” to explore.

• The design of the library space is rich and orderly.

The library is the central building on campus and one of the most frequently used. It is popular with the students for its abundant space. Here are some aspects that show that it has “extent”:

Q: “What do you think of the school library environment?”

A14: “I think the overall experience is still good……, especially when I enter the reading area, rows and rows of bookshelves, neat chairs, everyone sits here to study. It just makes me feel comfortable……”

A28: “I think the library has a rich collection of books, offering all kinds of reading materials. There are also different tables, chairs, and bookcases, as well as a small cafe. It’s much better than dormitories and classrooms, not as monotonous as they are……”

3.3. Fascination

“Fascination” refers to individuals being attracted to the environment without having to expend directed attention, thus allowing their attention to be restored. This state requires the environment to be attractive enough to capture people’s attention. In the ART’s perspective, people are effortlessly attracted to aesthetic elements in the environment, and this attraction can help free them from tasks that require sustained attention. For libraries, the attractiveness of the space triggered by aesthetic sensations can include aspects such as sophisticated furniture, interior greenery, outdoor window views, colors, materials, and treatments of the interface.

• Many elements of the library appeal to me and make me feel energized.

Similar to previously established research, indoor greenery and a variety of natural and human landscapes outside the window can enhance the restorative qualities of the space. This study found through interviews that, in addition to the elements mentioned above, wooden décor, soft and comfortable tables and chairs, cozy lighting, and artwork, such as vases and wall paintings, are attractive to university students.

Q: “What do you think attracts you to the library?”

A2: “The warm atmosphere, the warm light, the warm yellow environment, the wooden tables, the wooden chairs, the wooden partitions and all kinds of decorations, these will be very attractive to me. But there is also a certain sense of distance. People do not stick too close together, physical, line of sight is best not to have too much communication, there should be a barrier can be put up……”

A11: “Pretty much the same answer as before, it’s the windows that totally draw me in, the sky outside the window, or the open field, as long as it’s not a mess. ……Followed by little greenery that makes me feel like I’m in a park and would be relaxing too.”

A19: “……It snows a lot in the winter in Harbin, I like the snowflakes outside the window, sometimes there is freezing fog hanging on the trees, and the little square outside hosts a snow sculpture competition in December, all of this appeals to me, and I find it very interesting.”

A34: “Some interesting little decorations, little things, artwork would be nice, like vases and things like that, or paintings hanging on the wall, things with an artistic touch.”

• The atmosphere of the library makes me more motivated to study.

In the course of the interviews, many students mentioned the concept of a learning atmosphere that they felt could be enhanced to some extent by the library. There are two broad types of learning atmospheres: Firstly, libraries are proprietary places filled with books, tables, and chairs, as well as study support facilities. The other is social comparison, which refers to individuals assessing their own abilities, attitudes, performance, or other characteristics by comparing themselves to others. Individuals may be motivated and feel a drive to follow the crowd when they see others learning or striving for a goal [36].

Q: “Why did you choose to study in the library?”

A5: “……The atmosphere is very good, everyone is studying. It’s not quite the same as undergraduate school. Every time I go to the library, there are a lot of people, and seeing everyone studying makes me more motivated, and it’s kind of a cultural atmosphere, isn’t it?”

A12: “……The library is also very rich in resources. There are all kinds of books, journals, and electronic resources, which solve most of my problems when I am writing my dissertation or delving deeper into my discipline. Sometimes I also use the self-service printing on the ground floor, which is really convenient.”

A49: “……The vibe in the library is unlike anything else. As I step in, I’m immediately immersed in this focused, study-driven atmosphere. Seeing others around me deeply engrossed in their books and notetaking really pulls me in. It’s like the environment creates a magnetic pull, drawing me into a state of learning where I’m more motivated to dive deeper into my studies.”

3.4. Compatibility

“Compatibility” refers to the ability of a space to support the multiple needs of different users in different usage scenarios, which is in line with an individual’s inclination to feel a sense of belonging. In the ART’s perspective, the environment promotes restoration of attention when it meets the needs of the individual and matches the purpose of the individual’s activity. “Compatibility” increases the frequency of individual visits while ensuring that the functions of the spatial environment are fully performed and resources are effectively utilized [15]. In a library study space, different scale proportions, table and chair layouts, color tendencies, and degrees of decoration all fit different usage scenarios to create spatial compatibility.

• The library provides a variety of facilities to meet my learning needs.

With changes in educational philosophy and the development of information technology, the medium of learning has undergone a great transformation, with electronic documents having gradually replaced paper documents [37]. This makes it necessary for learning spaces to undergo some modifications as well to meet the needs of the new era. During this research, it was found that most students mentioned the need for power sockets and WIFI and that having access to these facilities would increase their satisfaction.

Q: “What do you expect a library to look like?”

A8: “……a place with power sockets and a big table would be nice……”

A17: “……I would also like the multimedia facility in the panel room to have some instructions so that it can be used easily.”

A25: “……The academic support facilities provided by the library also meet my study needs. Sometimes I need to use the computers and printers in the library, and the convenience of these facilities makes me more efficient in my study process.”

• Various spaces can satisfy different activities.

The library not only caters for individual self-study and group study but also hosts large-scale academic salons and provides space for casual light meals and the like. The composite function of the library offers more possibilities and meets the diverse needs of university students with strong compatibility.

Q: “What do you expect a library to be like?”

A7: “……It’s designed to be bright and spacious, with lots of study areas so that everyone can find a place to study that suits them……”

A16: “…….There are places with small separate intervals as well as open study areas, which are conducive to interaction and collaboration with each other. I particularly liked some of the corner seats, which felt a little more private and suited people like me who like to study quietly. I would also like a space where I can let my voice out and recite……”

A29: “……I hope that the future library can be combined with the activity centre. However, the movement and stillness should be partitioned reasonably, so that I can play for a while when I’m tired of studying and then continue to go to study. It’s a state of being able to do both. Or, there could be some simple meals available, for example, the cafe could provide coffee and cupcakes, but they shouldn’t have too strong a flavour. It’s the feeling of a place where learning and activities are combined together, and there are also some exchange lectures and talks from time to time to enrich my after-school life. All of these things would be very comfortable for me.”

3.5. Biophilia

In addition to the above four themes closely related to the ART, we also noticed another theme during the preliminary coding process that was very obvious and recurring—“Biophilia”. A biophilic design refers to the creation of artificial environments that evoke human biophilic nature through the recreation, use, and simulation of natural elements, drawing inspiration from nature [38].

• Many students mentioned the benefits of natural environments and timber quality.

Almost everyone in the interviews mentioned the benefits of the natural environment, which included indoor greenery, patio landscaping, window views, and the use of wood materials. The following is a selection of interviews that relate to this:

Q: “What do you expect the library to be like?”

A17: “I like to study in an environment surrounded by greenery, with flowers and plants. In the atrium is a central garden with a lot of greenery. There are also some small side gardens around the periphery which are also full of trees. It would be nice if there were small animals to enhance our interaction and connection with nature. However, small animals may not be acceptable to everyone. It’s also quite important that everyone can choose their favourite location.”

Q: “What do you expect the library to be like?”

A18: “……It’s quite nice if the desktop is wood grain or has wood decorations on the ceiling ah, columns, or walls.”

Q: “Why the love for wood?”

A22: “I think wood gives a warm feeling and has a warm color, I guess.”

Q: “What kind of library do you expect?”

A31: “I hope there will be greenery and contact with the outdoors, a small yard or something like that, and some interactive elements to let me rest and relax, such as small animals, small turtles, so that when I am tired of studying, I can go to see the small animals, or some small games to divert my attention, such as a sand tray or puzzles or something like that, a quieter kind of small playable games that won’t affect other people’s study. Studying kind of playable little things.”

• Enclosed space behind or to the side with the ability to observe others.

The most primitive human need for space, both behavioral and mental, is the ability to observe the surrounding environment without being observed [39]. This desire for security arises from the Darwinian human instinct to survive through adaptation, and individuals in a secure environment possess a distinct survival advantage [39]. Given that this starting point aligns with the concept of “Biophilia”, we have incorporated this behavioral aspect into the theme. Specifically, the observation and experience of certain environments can elicit feelings of pleasure in specific situations.

Q: “What attracts you to the library?”

A3: “……And to have a certain sense of distance, people don’t get too close to each other, physically, it’s better not to have too much communication in sight, it’s better to have a barrier to be able to block a little bit.”

Q: “What spaces in the library do you usually use?”

A12: “I would book the seminar room on the fourth floor of the library because we often need to complete group work in our major.”

Q: “What are the characteristics of these types of spaces? What do you think of the design?”

A12: “……It’s glass-partitioned, so you can see other students coming and going outside inside, and it’s not as enclosed……”

Q: “What spaces in the library do you usually use?”

A30: “……I like to sit against the wall so that no one is walking around behind me, it’s very secure and feels like I’m wrapped up. It’s even better if there’s a wall on the side, which is in the corner, but I don’t think I’ve found such a seat in the library……”

Q: “So you would prefer a seat with your back against the wall?”

A30: “Yes.”

4. Discussion

Five themes were summarized through our characterization: Being away, Extent, Fascination, Compatibility, and Biophilia. The first four of these themes were consistent with the characteristics of the ART, while the last theme was a repeatedly recurring thematic term.

“Being away” refers to the fact that the environment can provide individuals with feelings that are different from their daily lives, feelings that can facilitate restorative experiences, e.g., observing nature and being in a garden is a pervasive act of being away [40]. Consistent with the findings of other studies [41,42], “being away”, as one of the features of the ART, offers the potential for libraries to serve as places of recovery. The fact that some interviewees felt that being in a library was a way to get away from the stresses associated with socializing, as they were usually surrounded by people with whom they had no connection, seems to indicate that libraries can provide a different social experience—a mental getaway. There is also a part of the population that believes that the library’s atmosphere of learning can be immersive, a state of detachment from the existing perceived space and time, which is more of a reflection of temporal and spatial remoteness. Furthermore, more interviewees also mentioned that the view from the window can be used to evoke feelings related to remoteness to a certain extent. The window is an important medium of communication between the indoors and outdoors, associated more with mental escapism and longing. Previous research has also shown the restorative effect of windows in terms of “being away” [43]. In terms of practice, the shape of the building can be manipulated to facilitate seamless communication between the indoors and outdoors through windows. For example, in the MIT Hayden Library, the reading function revolves around the central courtyard, and the interface between the interior and the courtyard is almost entirely transparent, allowing people to enjoy the courtyard view from all angles of the building, thus strengthening the connection between the interior and exterior [44].

“Extent” is the foundation and prerequisite for recovery. In the case of libraries, it can be achieved through rich spatial elements or a coherent spatial layout. A previous study found that medium-to-large green spaces on campus are highly restorative, derived in large part from the “extents” within them [18]. In this study, we found several references made by the interviewees to the richness of the design of the interior elements, including the tables and chairs, wall decorations, and well-designed halls. Additionally, other interviewees mentioned the coherence and depth of the spatial layout, such as the reading area divided by neat rows of bookshelves, and the open and airy study hall. These descriptions confirm that libraries can be restorative through “extent”, possibly due to their open spatial properties and special furniture arrangements. In terms of practice, the bookshelves in the Taketa City Library in Japan are given different shapes in a curved layout, allowing people to flow gently through the space like water and breeze [45].

“Fascination” is the driving force behind recovery. Previous research has shown that walls, tables, and chairs with pastel colors are highly attractive and comfortable, both in resting and learning spaces, and have beneficial effects on human health [46]. A study showed that “Fascination” and “Being away” mediate restoration likelihood in parks [47]. In another study, it was found that if there were trees or flowers in the picture, the restoration likelihood or recovery potential was higher. “Fascination” mediated the effect of tree arrangement and the presence of flowers on restoration likelihood [48]. In fact, it is not only green natural environments that are restorative, but it has been found that winter snow scenes on campuses located in cold cities also play a role in the perceived restoration of university students [49], a finding that is echoed in our study. The above study shows that natural elements can give the environment some restorative potential by providing the attribute of “Fascination”. A number of university libraries have already put this finding into practice in their spatial design. In terms of practice, the library of the Agricultural University of Vienna has arranged public study spaces and seminar rooms around an atrium, which uses vertical green walls to regulate the interior atmosphere [50].

Further, through the interviews, it was found that both the indoor natural landscape of the library and the scenery outside the windows can provide enough attraction for students to relieve stress and achieve a healthier physical and mental state. In addition, other students mentioned elements such as comfortable chairs and elaborate decorations as attracting them to the library, which provided a fresh perspective that was different from previous research. We also found in our study that some students mentioned the concept of the atmosphere. They thought that the atmosphere of learning and the atmosphere of the intellectual environment equally attract them to study in the library and have a better learning experience. It has also been shown that historical, cultural, and recreational places are rated as the most restorative and that museums and churches are also restorative [28,29], especially for those who visit such buildings regularly [51]. Libraries are similar to such buildings in that they have a certain historical and cultural atmosphere, as well as a distinct ‘sense of belonging’ for students. These students require “spaces of belonging and nesting” [52], all of which can evoke spatial resilience.

“Compatibility” primarily refers to the environment’s ability to accommodate settings that support individuals in fulfilling their diverse activity needs. This study explores two aspects: First, given the specificity of learning behaviors, libraries need to provide different facilities and spaces to meet diverse learning needs. Scott-Webber L classified learning spaces into four categories according to the students’ learning modes and exemplified the required facilities in each of them [53]. This interview also had many interviewees mentioning the support provided by facilities to meet their diverse learning needs, which received satisfactory ratings from some of the interviewees, but of course there were also some negative ratings. On the other hand, university libraries are gradually transforming into learning centers, and their functions have shifted from traditional reading to the reconstruction of campus complexes [54]. Therefore, they also need to provide students with not only a space for learning but also, among others, spaces for academic salons, forums, and lectures. A small number of interviewees also mentioned this point, expressing their hope that libraries could fulfill more functions and be versatile buildings that can be easily converted to suit different needs. In terms of practice, a learning center in a Bangkok residential area converted from two shop houses, and the EDF learning center in Paris, intertwine multiple functions such as studios, libraries, lounges, and teaching spaces. They differ from traditional horizontal layouts and form functionally rich, high-density learning centers.

“Biophilia”, while not one of the features of the ART, is a closely related topic. A considerable number of studies have confirmed the restorative role of natural environments in learning spaces through qualitative or quantitative analyses. These studies have shown that natural environments can improve students’ concentration and learning abilities, and even reduce stress and fatigue [55,56,57]. There are studies on large and small indoor plants [58,59], as well as those on vertical greening [60], green walls, and nature posters [61]. Furthermore, wood, as a biophilic material, has been demonstrated in past studies to contribute to restorative environments. Li, J. et al. found that implanting both timber structures and timber enclosure components had a strong restorative effect by studying timber components in informal learning spatial environments in colleges and universities [25]. Many of the students in this study also spoke in their interviews about how wooden tables, chairs and finishes, indoor plants, and even small animals could all provide restorative effects. In terms of practice, the group seminar space at the University of Melbourne uses boxes made of light-colored wood placed in the building to form an independent group study space, giving people a bright and fresh feeling [62]. In addition, dark wood has a stable character, especially when the space scale is large, as the dark color can give the space a stronger sense of enclosure, thus enhancing the recovery of the space. The public solitude space in the library atrium at Humboldt University in Berlin is made of dark wood, which gives the space a stable character and allows people to immerse themselves in complex study tasks [63,64]. Some other interviewees mentioned similar descriptions to the Prospect–Refuge Theory, where they rated seats with walls enclosing the back and sides higher [39]. We also categorized this phenomenon as “Biophilia”, as it is an instinctive response that humans have evolved in nature [39].

5. Conclusions

To explore whether college libraries have the potential to serve as healing places on campus and investigate how library space affects students’ learning stress and physical and mental well-being, we did not use the traditional quantitative research method in this field. Instead, we used the qualitative research method of thematically analyzing students’ subjective descriptions of libraries to explore the characteristics of the spatial environment of libraries that have restorative effects. This study shows that the library can serve as a restorative place on campus. The four essential characteristics of the ART: Being away, Extent, Fascination, and Compatibility, are reflected in most of the students’ descriptions of the library, in addition to Biophilia, which was also repeatedly mentioned by students. This indicates that students largely defined the library as one of their restorative sites in the same way as the green space. The library, as the central building on campus, bears the stress of students because of its special mission, but it also can be a place of great restorative potential, providing students with more choices.

Although there have been studies using similar methods in the academic community [34], this study still has some limitations. Firstly, the interviews in this paper were conducted in the library of a university in a cold city, which may have influenced the students’ descriptions due to geographical constraints, introducing a certain bias. Additionally, only one library was examined in this study, potentially limiting its breadth. However, it inspires us that future research could horizontally compare the restoration potential of libraries in different geographical environments, which is a topic worthy of further exploration. Secondly, the 50 respondents in this study were university students who visit the library frequently, which may also introduce a subjective bias. In future research, comparative analyses could be conducted from multiple perspectives, including those of library administrators, service staff, and other stakeholders.