A large variability in response is usually found when assessing discomfort glare by semantic differential scaling. This issue may be addressed by considering the individual's tolerance to glare, so we designed an experiment to describe the differences in glare sensation vote caused by a simulated window while glaresensitive and glare-insensitive subjects performed a computer task. The luminance and size of the window had the same statistically significant effect on glare sensation for both groups. However, when occasionally looking directly at the glare source, glare-sensitive people experienced more glare than insensitive persons with a relative risk of being disturbed that varied from 2.70 to 6.75. Our data suggest that the glare threshold should be redefined to consider glare tolerance to achieve a glare-free, inclusive visual environment.
Doctoral en proceso del primer autor Iluminación en aulas. La dinámica de la luz natural en cielos claros y su incidencia en el rendimiento atencional de los alumnos.
Research concerning the effects of glare on distraction is scarce. We designed a 2 Â 2 repeated measures experiment (n ¼ 32) in order to examine the influence of a large area glare source and glare sensitivity on reported discomfort glare and cognitive performance. Daylight glare probability was the within-subjects variable and glare sensitivity was the between-subjects variable. We found a statistically significant difference in glare sensation votes between scenarios, without statistically significant differences in glare ratings due to glare sensitivity. We found some statistically significant effects on our participants' reaction times. Also, we calculated their effect sizes, which had practical relevance. Our results encourage further research in an issue that has been suggested since the early stages of glare research but has never been systematically and consistently addressed.
Én ciudades como Mendoza (Argentina), donde predomina el cielo claro con sol, la radiación solar es lo suficientemente energética en términos de eficacia luminosa. Esto permite minimizar, y en algunos casos prescindir, de la energía eléctrica consumida por los espacios interiores durante las horas diurnas. El objetivo del presente trabajo es analizar y comparar la autonomía de la iluminación natural y el consumo eléctrico en aulas representativas, tradicionales y bioclimáticas, construidas en la ciudad de Mendoza y el impacto de diferentes husos horarios. La metodología empleada fue: relevamiento físico y fotométrico de aulas reales, configuración de archivos climáticos, y simulaciones y análisis de métricas dinámicas de iluminación natural y consumos eléctricos para iluminación. Los resultados evidenciaron: mayor autonomía de la iluminación natural (15%) en aulas bioclimáticas; asimismo un aporte adicional del 3% a partir del uso horario UTC-4 (actualmente no vigente en Argentina, siendo el oficial el UTC-3); y un ahorro del 30% con la utilización de nuevas tecnologías de control de encendido-apagado en la iluminación artificial. Los resultados obtenidos esperan contribuir a una mayor concientización sobre los beneficios de los edificios escolares energéticamente eficientes; como así también la importancia de la iluminación natural como factor influyente en la energía, salud y confort.
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