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Published

2023-11-15

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Vol. 9 No. 1 (2024)

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Research Articles

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How to Cite

Liu, Z., & Xu, W. (2023). Unveiling the power of social interactions: A systematic review of student experiences in informal learning space. Environment and Social Psychology, 9(1). https://doi.org/10.54517/esp.v9i1.1867

Unveiling the power of social interactions: A systematic review of student experiences in informal learning space

Ziqing Liu

School of Education, City University of Macau

Wei Xu

Faculty of Humanities and Social Sciences, City University of Macau


DOI: https://doi.org/10.54517/esp.v9i1.1867


Keywords: engagement, informal learning space, self-study, social interaction, students’ experiences, systematic review

Abstract

The purpose of this study is to examine the role that social interaction plays in informal learning environments on the part of students, it provides implications for understanding student experiences in informal learning spaces and for policymakers to incorporate more opportunities for social interaction in informal learning spaces. The PRISMA statement was followed when conducting a systematic search of Scopus and China National Knowledge Infrastructure (CNKI) databases to identify relevant studies published within the past decade. Search strategies for informal learning spaces and social interactions included a combination of keywords and controlled vocabulary. On the basis of predefined inclusion criteria, twelve studies were selected for analysis, including articles published in English and Chinese, scientific articles published in peer-reviewed journals, and studies that examined student experiences in informal learning spaces and social interaction. Among the findings of this study are a description of informal learning spaces, a conceptualization of social interaction, as well as the positive impact of social interaction on student learning and engagement. Based on the results of the study, educators and policymakers need to create environments that foster social interactions that are inclusive and engaging. The study identifies gaps in the literature and suggests directions for future research, including the exploration of a broader range of informal learning spaces and the investigation of specific design elements that optimize student experiences.

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