Consideration of the physical environment in which learning takes place has become a growing area of academic interest over the past decade. This study focuses on the experiences and perceptions of academic staff and students who used three refurbished, and innovative, learning spaces at the University of Leicester. The results suggest that the physical environment can have an impact on the emotional and motivational experiences of students and staff. However, there is some suggestion that learning space development should not be at the expense of approaches to pedagogy which do not foreground the use of technologies.
The analysis of the users' experiences leads to the proposition of a theoretical model for the apt design of future learning spaces in Higher Education. The DEEP learning space framework outlines the need for careful consideration being given to dynamic, engaging, ecological and participatory (DEEP) dimensions within the twenty-first century learning space.