Art students are susceptible to anxiety, physical and mental fatigue, and creative exhaustion when they are subjected to high-pressure, high-intensity, and monotonous learning rhythms in closed training environments for long periods of time. In recent years, the development of environmental psychology and healing theory has provided a theoretical basis and practical direction for optimizing such educational spaces. However, existing research has not yet systematically elucidated how students achieve psychological regulation, attention recovery and collective support through spatial systems in closed intensive training scenarios. This study attempts to fill this gap by focusing on the space use behavior, perceptual feedback and healing response mechanisms of art students. We combined questionnaire data with spatial behavior tracking experiments to collect data on the psychological states, activity trajectories, and spatial use preferences of a total of 72 students from three drawing studios in Guangdong, and identified differences in the response patterns of groups with different psychological states to the types of spatial nodes. This study experimentally compares the psychological state changes of students with different anxiety levels after using the restorative space, verifies the significance of their attention restoration effect, and analyzes the association between students’ exploratory use behaviors in the space and their physical and mental states, and discovers that there is a significant differentiation in the distribution of different groups in terms of path preference and node attraction. This study provides data support for understanding the mechanism of the healing space system in closed teaching environments, and also provides a basis for the design of subsequent spatial interventions for candidate groups, promoting the transformation of educational space from “efficiency-oriented” to “humanistic care”.