Differences between Daylighting and Electric Lighting in Affective Response
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http://hdl.handle.net/10045/141490
Título: | Differences between Daylighting and Electric Lighting in Affective Response |
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Autor/es: | Castilla, Nuria | Blanca-Giménez, Vicente | Pérez-Carramiñana, Carlos | Llinares, Carmen |
Grupo/s de investigación o GITE: | ARQUITECTURA. Ideación, Representación, Análisis, Simulación y Materialidad (AIRASM) | Tecnología y Sostenibilidad en Arquitectura |
Centro, Departamento o Servicio: | Universidad de Alicante. Departamento de Construcciones Arquitectónicas |
Palabras clave: | Daylighting | Electric lighting | Lighting | Affective response | Classroom design | Subjective assessment |
Fecha de publicación: | 12-mar-2024 |
Editor: | MDPI |
Cita bibliográfica: | Buildings. 2024, 14(3): 770. https://doi.org/10.3390/buildings14030770 |
Resumen: | Humans are spending more time indoors than ever due to urbanisation and industrialisation, leading to higher electricity consumption in lighting systems. Recent research has demonstrated the significance of maintaining a balance between daylight and electric light to create an ideal learning environment that can significantly impact students’ academic performance. The objective of this study is to analyse the changes in students’ emotional response depending on the type of lighting in the classroom—whether it is daylight, electric light, or a combination of both. A field study was conducted with 521 university students to assess their affective response to the lighting environment inside their classroom. The results show that students prefer a Clear-efficient lighting environment for writing–reading tasks and a Soft-calm atmosphere for using electronic devices. For the paying attention tasks, a combination of daylighting and electric lighting is determined to be the best solution, while for the tasks of discussing–teamwork, students prefer daylighting. Daylighting is found to be the only lighting option that students like. Despite this, students still consider electric lighting and the combination of daylight and electric light adequate for a classroom. The findings of this study may help educators and designers create learning spaces that promote a positive and stimulating student environment by understanding the relationship between the lighting environment and students’ affective responses. |
URI: | http://hdl.handle.net/10045/141490 |
ISSN: | 2075-5309 |
DOI: | 10.3390/buildings14030770 |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/article |
Derechos: | © 2024 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). |
Revisión científica: | si |
Versión del editor: | https://doi.org/10.3390/buildings14030770 |
Aparece en las colecciones: | INV - TSA - Artículos de Revistas INV - AIRASM - Artículos de Revistas |
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Archivo | Descripción | Tamaño | Formato | |
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Castilla_etal_2024_Buildings.pdf | 3,08 MB | Adobe PDF | Abrir Vista previa | |
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