Abstract
By evaluating learners' perceived preferences for the learning environment, we can understand the important characteristics and better improve the learning environment, ultimately to provide great potential for the optimization of teaching practice. Seeing that the current research pays less attention to teachers' and students' preferences for the space environment simultaneously, based on the survey of 1937 undergraduates and 107 teachers from a university in central China, this study aims to explore their preferences for smart learning environment. Based on the ecological theory and research results of the existing learning environment, this paper constructed an ecological model and a conceptual model of learning space preferences. An empirical study was conducted to explore the impact of sociodemographic variables on personal spatial preference. The results showed that teachers and students had a positive attitude towards the smart learning environment, and gender, age, grade, subject category and other variables had limited impact on spatial preference.