Correction: From motion to meaning: understanding students' seating preferences in libraries through PIR-enabled machine learning and explainable AI

Academic libraries play a pivotal role in supporting students' learning, research, and wellbeing by offering spaces for intensive study and educational engagement. Among the many design aspects that shape their effectiveness, the configuration and quality of seating in academic libraries play a critical role in influencing students' comfort, productivity, and wellbeing, especially for those who spend extended periods within these environments. Therefore, understanding what drives students' seating preferences is essential to optimizing these spaces for their health, well-being, and academic achievements (Peng et al., 2022).Seating design goes beyond mere furniture selection; it plays a direct role in shaping the learning experience by influencing students' concentration, social interaction, and sustained cognitive effort. Ergonomically designed seating, tailored to users' needs, helps mitigate discomfort associated with prolonged study sessions, supports healthy posture, and reduces physical strain, thereby enabling longer and more effective study periods (Applegate, 2009).Numerous studies have highlighted that ergonomically designed seating reduces physical strain, enhances concentration, and supports cognitive engagement, whereas poor seating arrangements can hinder students' ability to sustain attention and engage in long-duration study sessions (Uche and Okata Fanny, 2016).The consequences of prolonged exposure to uncomfortable or poorly designed environments extend beyond discomfort, often leading to musculoskeletal problems such as back pain and poor posture (Bai et al., 2024) and even contributing to elevated stress levels (Merga, 2021). Furthermore, the broader physical environment, including spatial openness, proximity to resources, and the overall atmosphere, can influence students' collaborative behaviors, communication styles, and engagement in academic tasks (Zheng et al., 2024). Seating preferences in libraries are not merely the result of students' practical or habitual choices; instead, they reflect deeper connections to students' physical comfort, psychological well-being, and social engagement (Applegate, 2009). Optimizing library seating is not only a matter of improving academic outcomes but also creating inclusive, comfortable, and health-supportive environments that respond to diverse users' needs and promote their health and well-being.Placing seating areas near essential resources, such as bookshelves, computers, and charging stations, enhances the overall usability of library spaces by allowing students to access necessary materials and technology easily (Khoo et al., 2016). In addition to functionality, the comfort and atmosphere of the seating environment play a significant role in reducing stress and promoting a positive study experience, which can increase students' focus and willingness to engage in academic tasks (Bryant et al., 2009).Offering a range of acoustical settings also enables students to choose study areas that match their individual concentration needs, thereby supporting more effective and sustained learning (Gordon-Hickey and Lemley, 2012). Libraries that provide various seating options are better positioned to support different study approaches, from quiet individual work to collaborative group activities. This adaptability helps accommodate students' varying preferences and encourages peer interaction, which is essential for both academic success and collaborative learning (Montgomery and Miller, 2011). Comfortable and welcoming areas also promote social engagement, allowing students to connect with peers, form study groups, and build supportive academic networks (Shill and Tonner, 2004).Providing seating arrangements that address both functional requirements and social preferences is essential for creating library environments that are inclusive, adaptable, and conducive to academic success. Responding to the diverse needs of students not only enhances comfort and reduces stress but also supports improved learning outcomes and fosters a stronger sense of community. Furthermore, understanding how students interact with the physical environment offers valuable insights into improving user satisfaction (Paone and Bacher, 2018) and optimizing spatial use and energy performance within the library (Fabi et al., 2012). Accordingly, designing seating environments that respond to student needs and expectations constitutes a strategic decision that enhances user experience and supports institutional objectives related to academic performance, space utilization, and operational efficiency (Bennett, 2011).Comfort within a library is shaped by environmental and spatial factors, including lighting conditions, ambient noise, furniture design, spatial layout, and access to peers and resources (Uşma and Gürsoy, 2022). In academic library settings, seating preferences are shaped by a complex interaction between environmental conditions and individual user characteristics. Among environmental variables, the most consistently influential factors include natural lighting, access to outdoor views, ambient noise levels, spatial positioning relative to circulation zones, and furniture ergonomics (Izmir Tunahan and Altamirano, 2022e). The lighting environment and visual access to the outdoors, in particular, have been shown to affect users' seat selections significantly. Multiple studies have documented users' preference for seats adjacent to windows that provide both daylight and external views, as these features support mood enhancement and sustained cognitive performance (Keskin et al., 2017;Izmir Tunahan et al., 2022b;Gou et al., 2018).Acoustic conditions likewise play a critical role. Users typically avoid noisier areas and favor quieter zones to minimize distraction and promote concentration (Manna and De Sarkar, 2024). The spatial proximity of seating to high-traffic locations, such as doors, corridors, or common pathways, can introduce both auditory and visual disturbances, making spatial positioning an important consideration in the selection process (Fan et al., 2022). Additionally, furniture characteristics, particularly their alignment with anthropometric standards, directly influence comfort and perceived usability (Osquei-Zadeh et al., 2012). Complementary design features such as seating layout, desk dividers, and task-specific lighting have also been associated with greater user engagement and are frequently mentioned as determinants in seat selection (Blair, 2023).While these environmental variables are well-documented in the literature, users tend not to evaluate them equally; instead, individuals selectively attend to a limited set of salient cues during the decisionmaking process (Keskin, 2019). Such selective attention complicates efforts to establish direct correlations between specific environmental stimuli and seating behavior, as users are simultaneously exposed to multiple spatial and sensory inputs (Izmir Tunahan, 2022c). Consequently, the mechanisms underlying the interaction between occupants and their physical surroundings remain only partially understood, highlighting the need for further empirical investigation (Boyce, 2014).Individual-level factors likewise play a critical role in seating behavior. Expectations regarding indoor environmental quality and behavioral tendencies vary across users and are often influenced by personality traits (Nel and Fourie, 2016) and the nature of the task at hand (Delzendeh et al., 2017). Prior experience and spatial familiarity also contribute to seat selection; frequent users may repeatedly choose the exact location whereas more cues such as lighting or conditions (Keskin, 2019). variables, including and performance further shape cognitive and spatial (Boyce, seating a practical have greater and are more to their location (Izmir Tunahan, have been to seating in library vary regarding and with studies between and studies for of the environmental variables but often as of can their natural behavior. This with the of the of to studies in settings the of behavioral as users are of these they often provide variables (Keskin, 2019). In settings, as in of seating typically preference which or preference which and or (Izmir Tunahan, preference behavioral but often into the seat preference provide valuable users' preferences and are by and limited Accordingly, many for the use of both to a more understanding of seating (Izmir Tunahan, preference are and such as to across different spatial provide such as and behavioral posture, or social to their nature and limited such typically multiple to often by or and of seat insights into spatial at the of the to the of the of individual seats at (Izmir Tunahan, 2022c). This spatial for and and of various et al., 2016). plays a critical role in the that shape user and particularly in studies and spatial within environments. are typically and is and to at In such as and to and seat and et al., of the of designing library spaces that support concentration, social interaction, and contribute to psychological comfort (Applegate, et al., et al., and Lemley, and Miller, and Tonner, creating environments more design it a understanding of the factors influencing students' seating the focus library design, critical remain in the studies environmental such as lighting, noise, or comfort, only a the specific of seating and how they to user satisfaction and preference (Izmir Tunahan, et al., 2017;Izmir Tunahan et al., 2022b;Gou et al., of the which can and to most only behaviors, insights into how students use library seating a is a need for that can behavioral across extended periods and between users and their environments (Izmir Tunahan, and De Sarkar, et al., et al., their to remain in seating preference This is to the and of of to seating preferences in libraries (Izmir Tunahan, Tunahan et in seat or of seats (Izmir Tunahan, 2022c). a many studies or to a of seating thereby both the spatial and of the et al., 2016). This study these by a to seating preferences in a academic desk in the a of and with environmental and spatial variables, such as daylight access to noise proximity to circulation and desk windows or study offers a at the seat learning to and the factors influencing seat both such as decision and and learning such as and further performance and a selection process by to the of to the the of and in library studies to have which spatial and environmental factors most influence seat have they learning to the study a with and This study offers a how students interact with library spaces by behavioral with The understanding of spatial in academic settings and provide insights for designing and library environments. In particular, the the most influential factors, such as lighting quality and spatial and those to essential but shown to have limited in library This the to that comfort, and support student and academic performance and spatial studies highlighted that and individual factors are to influence students' seating in academic their and relative particularly behavioral remain often or and is a of and to insights into seat extended Furthermore, learning offers for such complex behaviors, the of these into particularly is an in a a from the and learning This the by and the and the critical of to build a understanding from it is essential to which specific of the library environment seating a need by the to beyond to a understanding of influencing with the of as in it to evaluate their in the of seat selection and to their to practical for library design and it is to beyond to the underlying of these in thereby design the are spatial and environmental most influence seat in an academic can learning seat utilization, and how their to insights can from to more library seating and empirical study at the the of the in The library study by spatial and environmental features that the particularly for seat selection behavior. windows and features a of and individual study is more and better with multiple windows and and individual is a by in a addition to individual vary in and the or of design (Izmir Tunahan and Altamirano, spatial and a desk for desk in the from to which from the the from for various to the of daylight library users' seating preferences (Izmir Tunahan and Altamirano, and to the in the use of study spaces and the (Izmir Tunahan and Altamirano, the of and a and desk such as and with more and desk preference and of at the In those a desk a seat for at of a in daylight the not or In study learning to the of seat in various desk as in the between daylight and library users' seating that daylight students to choose specific seats with daylight (Izmir Tunahan et al., Tunahan and Altamirano, Tunahan and Altamirano, This study also to their work with and daylight and desk from the of desk in the library at a and to the of daylight that desk at that The from in in of the at a specific location and a of daylight at the as in (Izmir Tunahan, and external at in from for The for seat the external at the and the daylight from the the daylight is as the of indoor to outdoor daylight in study from the for individual at between and with a seat or during operational from to in a of individual In addition to the the and spatial in a range of and The is of and the is with across support the into a to to and and Academic features from the The The of features in the is in with and The a from to greater or those by and more exposed or a of and spatial The the of users who can a range from to and across the library quality of to outdoor or from the desk outdoor outdoor outdoor of a at the desk to to windows to of a the desk of the desk of the desk or of the desk of visual between the desk and of the as a or quiet exposure from proximity to discomfort to proximity to windows of the desk in a of the those of the desk directly a exposure and visual of the desk to circulation that from a directly that have visual with the that that have a with from the desk to the spatial at the desk between and a from to of users who can the from greater of the the desk is desk during which the Academic at the of seat use of the seat at the in Additionally, variables include a to the not to a specific such as a or for to the of during the learning in the The in and is a learning that the into a of et al., the space into associated with specific making it both and for tasks et al., the is a that the of a et al., et al., 2024). is and often as a especially the between features and the is performance beyond what individual can study learning and learning is a learning that the of multiple often to a more and enhances by the of multiple decision and reducing the of et al., 2024). a the by and supporting which it both and et al., et al., 2021). further efficiency and a enabling it to with et al., et al., is a particularly designed to features the need for et al., such as and performance with ability to process variables and it in et al., et al., 2024). these provide a for seat preference behavior, offering a between from and from and the and their and a that the into In is as the set the as the that the is across multiple to and in performance the at the in both and to the factors shaping student seating to learning and The further to provide insights into The are into and performance and establish the empirical for the the of the across variables and the of in which seat as or and spatial in the The of during by periods and periods use across and the The library in the and at these periods more of whereas the only daylight levels with of the of seats an outdoor and not positioned directly in of a at a and visual and exposure the a spatial of the of a and a between desk and and proximity are also across and the circulation at only of that seats access to and those with individual and in seats positioned in by discomfort to their proximity to the of ambient noise across the in the the most common form a in of the between desk and in of often to the frequent and also influential with of the to for those The between the desk and the also an the between features which the and of between of variables and The range from to to a stronger and near to is in which and are individual whereas and are the of the of the features and correlations the features are in the in a stronger whereas or or that the focus of study is the seat preference attention to correlations with of the features a in features positive or with seat preference as of the proximity to and of the desk are the leading that have positive correlations with seat of a is the most that students seats with better may have an comfort The positive in proximity to but it that seats are by of the desk may influence visual the between the desk and the desk desk and at the have the most influence in of may or The desk may or perceived noisier areas are in may or of the and with seat they not seat selection behavior. In a with seat which that seat preference is influenced by a of many factors, or may more complex only is between the features and the in seat the most that affect the is essential learning a in can of or or a that features their of learning and how a reduces the it is the process is to learning to evaluate is by as the of the and the is is for the their and and are the of the and The features are to their and the those with the are as the most learning with a selection process the that the a of to performance both and it shown that environmental or spatial seat instead, is by a of that students' features users with a of their study students to the lighting at their to their preferences and visual This direct supports comfort during prolonged or especially varying seat for of various environmental and spatial windows users to introduce into their offering to quality to can also influence noise levels, as students may choose to or windows to seats at a which often experience different conditions the in these areas may have more options to or of features as or their ability to This with comfort which that experience greater satisfaction and in indoor environments they can comfort such as lighting, and of conditions, users and from the ability to shape their improving physical comfort, psychological well-being, and perceived features users from sensory creating a and more study to seats in quieter library zones, from areas with levels of or This cognitive by reducing auditory supporting sustained concentration and from circulation from corridors, or with frequent exposure to and these both and visual desk use desk and that avoid or Such a to minimize visual and in the of with cognitive and research, which that sensory disturbances, auditory or is essential for supporting focus and by environmental students can more leading to improved learning outcomes and a more study consistently factors and to shape seat exact may the of these in to their role in students' This supports comfort and cognitive the of both and for these as or is even for learning performance in seat by both the set and the learning by their for during and the the of to an which how the can and helps and the of to in a which how the can The space for from to in of from to The to evaluate the quality of during the in the most features at the to The which the of to the of and and The which the of the of stronger the to the more The which the during the and for different of and characteristics. the set to an to the between and the and learning and the of are critical that influence of as and not for learning by important and The the of decision in the how many can deeper can more complex but may increase the of The range for the and the to are or the The the of in the performance to a but also from to in of to the between and by and The the at as the result in but more learning, leading to better This the The the of the in the can more complex but may also increase the of The from to enabling the to and performance across various set of performance to how the learning students' seat preferences the in is the and that the the student to the and that the the student not to the and to an the that the student to the but is in which the the student not to the but is which the of and by the overall of the in seat as in addition to the important to provide a more and the for and their to for performance of from multiple by these a more and also as is the of seats the that of students who a how many as by the in of seats seats the is by the that of the seats the how many The is in the common between and can the which is their by and the performance for seat in a as in the the ability to between the by the the better between the and to the between the settings of the selection the the performance at by the with an of to learning these are as such as and their are designed to performance by multiple This process enables them to and more individual or thereby more and in complex tasks such as seat preference In the as a selection to the most features for seat The of the features from the most to the as of the to between desk and desk of the at from of the desk openness, to In of a The how reduces the can that environmental and spatial factors play a more role in student seat a student is a the physical of the desk and the ambient noise the seat as critical factors influencing their This with practical students may avoid seats in or areas a quiet study environment or choose for space and for or individual may seats with more and In such can as they may introduce noise, or the students in group work or collaborative study may choose This the is and it directly social and functional which are determinants in seat selection behavior. features such as the of a at the the desk is positioned in of a and the of daylight in the that these factors have a limited influence seat preference or that their are by more variables, them and only the most features is as it the to or even improved with This reduces and and also helps to minimize making the more to Therefore, features at a their to the The that the performance as the configuration for that a result of the selection the of features of across for for for for for for and for Among the set to with the most only the in and their the of in of the and the across This that is the most effective for seat preference in to of features and ability to and performance, both and ability between the and seat preference and provide performance with and performance is but the of more as a an of both and it is in of and may in is the with the and to the of the This result that the is not the of and and performance to are is complex and especially with preferences seat may choose seats or factors, such as of or introduce noise that can as the and the set a within the of to the by the individual of the outcomes and 2017). This a deeper understanding of how and to what to the the is designed in a that the features are from to the to their The how a the from the a specific a positive the and a the is the to whereas to of the a for features have the most significant the of the features Tunahan et in to have a with consistently positive with a with increase the of they are more between the desk and the desk into tend to the of the by positive and more the by are more to choose seats the desk and may or more or visual environment to support comfort and preference in seat the of a is in of a the in of a are more the are to seats that a a may or even access natural external views, or a sense of not in of a provide a more environment, which many students more or The in are the the are the that students seats with as by consistently positive for those better lighting enhances focus and is in or tend to task lighting is a significant in seat selection behavior. In the of outdoor outdoor the and more the to students are more to seats with outdoor This may to and visual to preference they or daylight may in or a with at a partially outdoor the of seat the The outdoor positive or in the library to the of and exposure a student to are the This that seats with visual tend to increase seat Users may such seats for or to are the This that seats with visual seat Users may avoid these to of exposure or of The a desk is and with how many tend to the and with tend to to the desk the preference for that seat the This that users a more social or collaborative environment, even in a seat with the preference for that seat by a more environment, such as study with a seat may not influence user preference Users may avoid these seats to their or minimize the at are that the is not it a seat are to the This that seats tend to making them more to by a sense of and which many library users may for not at the to the that not in a seat spatial and environmental most influence seat in an academic that students' seat is most influenced by of including the of a access to windows and seats in zones with conditions, consistently associated with seat users greater their environment, supporting comfort and such as ambient noise, from circulation and visual between desk and a critical with students that auditory and visual positive proximity to seating and preferences for In factors visual exposure can the seats a between the desk and and noise levels associated with seat such as daylight and desk influence can learning seat utilization, and how their to learning especially such as and in performance to the a of with and such as and decision The that can in seat the of and factors to insights can from to more library seating