The purpose of this research is to examine the influence of environmental factors of learning commons on the creativity of learners. University students (N = 48) undertook a creative and non-creative work task in two learning environments: learning commons or private study space. We investigated whether the performance of participants for each task differed depending on learning environments. We also examined the influence of presenting information on learning environments and of prior experiences of using learning commons. The results indicated that the performance of participants for the creative task in learning commons by the group with prior experience was superior to that of the group without such experience. Moreover, the performance of participants for the non-creative task in learning commons was superior to that in the private study space. Furthermore, presenting information on the learning environment to learners reduced their performance for the non-creative task in both learning environments. Based on the aforementioned results, we have discussed the effects of physical environments in learning commons, and how they could adequately improve the design and practical usage of the learning environments. Based on f i ndings, we suggested approaches in which learners can eff i ciently perform autonomous and collaborative learning in learning commons.