Research on active learning spaces has attracted great attention in recent years. A focus of the research is the design and use of these spaces that provide diverse and comfortable learning experiences. In 2014, the Future Ex-periential Learning Center at Beijing Normal University which contained eight classrooms with different functions was opened. They are interactive discussion classroom, interactive teaching classroom, interactive group-learning class-room, teacher education-training classroom, international cooperation remote classroom, mobile learning classroom, explore learning classroom, and recording and broadcasting control room. Twenty-one classes were taught in the Fu-ture Experiential Learning Center with eighteen teachers and more than 300 students involved. This study employed a combination of quantitative and qualitative methods to systematically evaluate the design and effects of the active learn-ing space at the Future Experiential Learning Center. We used questionnaires, interviews, and classroom observations to obtain data about student and teacher satisfaction and classroom interaction. Student satisfaction survey involved all the students. Questionnaires were sent to 215 students and 180 questionnaires were ultimate recovered. Teacher satis-faction survey was a sampling survey. Interviews were conducted with four typical teachers among all the eighteen teachers. Classroom observations were carried out in four typical classes which were chosen from all the twenty-one classes. The study found that students and teachers were overall satisfied with the classroom and believed the Future Learning Space could better support teaching. Firstly, the questionnaires showed that the mean value of the student satisfaction was 3. 90 (M=3. 90) which indicated the students were satisfied with the classroom generally. In all eight dimensions, there were five dimensions of which mean values were higher than the overall average (M=3. 90). They were classroom usage (M=3. 93), learners’ motivation (M=3. 96), interactive situation (M=3. 91), emo-tional experience (M=3. 93) and learning atmosphere (M=4. 08). Secondly, the teachers showed high satisfaction through the interviews. They thought the class organization was flexible in the Future Experiential Learning Center. Teachers and students all spoke highly of the mobility of desks and chairs which was also a feature of the Future Expe-riential Learning Center. Thirdly, Classroom observations showed that the Future Learning Space promoted interac-tions between teachers and students. In conclusion, the Future Experiential Learning Center provides users with good physical environment and the users have a higher satisfaction. In the meanwhile, professional development for teachers is necessary. However, the research revealed that there were also some specific problems to be solved at the Future Ex-periential Learning Center, including poor software compatibility and device failure. The study summarizes both ad-vantages and disadvantages of using the Future Learning Spaces and puts forward some suggestions for improvement to meet the users’ needs. The study is of great significance for the design and use of active learning spaces.%近年来，设计并使用符合学习者人体工学、可以提供多元化学习体验的学习空间是国内外研究的热点。在此背景下北京师范大学在2014年启动了未来学习体验中心项目。本研究通过问卷调查法、访谈法以及课堂观察法对未来学习体验中心的应用效果进行全面的评估发现，学生和教师的整体满意度较高，教室的设施能够更好地支持教学，在一定程度上促进了师生以及生生互动，给师生带来愉快的学习体验。但也存在教学软件兼容性差、设备使用故障等问题。通过研究总结了北京师范大学未来学习体验中心的优势与不足，并提出了改进建议，对学习空间的改善与研究具有参考价值。
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