This PhD thesis uses mixed methods research methodologies to examine the wants, needs, and preferences of students with regards to Social Informal Learning Spaces, and the ways in which students engage with learning whilst studying within Social Informal Learning Spaces on UK Higher Education Institution campuses.

The researcher combines observations with questionnaires and interviews to collect quantitative and qualitative data from students to build up a holistic picture of their use of Social Informal Learning Spaces to find out who uses Social Informal Learning Spaces, what student wants, needs and preferences are when choosing Social Informal Learning Spaces

The study also examines why students choose to study in Social Informal Learning Spaces, where on campus they choose to study, where Social Informal Learning Spaces should be located, when students choose to study in Social Informal Learning Spaces, and how students engage with learning whilst studying within Social Informal Learning Spaces.

This research suggests that students seek out conveniently located, comfortable, and naturally lit Social Informal Learning Spaces on campus where they can study before, between, or after formal learning sessions, where they are free to consume their own food and drink, and which provide access to multiple power outlets and wi-fi.

Students prefer Social Informal Learning Spaces where they are relatively free from rules and supervision, utilising internet connected personal devices to engage with learning platforms and online resources either on their own, or with one or two friends, surrounded by like-minded individuals engaged in similar tasks, and where they are free to both study and engage in interactions with other students when they feel they wish to do so.

The research proposes a hierarchy of students wants, needs and preferences with regards to Social Informal Learning Spaces, which will be useful to future researchers and Social Informal Learning Space designers.