This study employs the Ecological Momentary Assessment (EMA) method to explore the key factors in both physical and social dimensions influencing student behavioral preferences in informal learning spaces (ILS) within higher education in the United States. By examining the connection between these dimensions and student activities, the research investigates how design characteristics shape preferences for study areas in four selected ILS at Cornell University. Data were collected through six repetitive survey questionnaires completed by 52 students over a two-week period, providing real-time insights into their interactions with these spaces. Adopting an integrated perspective, this research aims to inform the comprehensive planning and design of informal learning spaces that accommodate diverse student needs and activities. The findings elucidate the influence of spatial design characteristics on student perceptions, offering actionable guidelines for creating more effective and inclusive learning environments on university campuses. Additionally, the use of the EMA method advances Post-Occupancy Evaluation (POE) research by enhancing the validity and robustness of data collection, bridging the gap between spatial design and occupant perceptions in a way that has been underexplored in previous literature.