This paper presents the results of a field study on the use of lighting as a tool to structure and support teaching and learning activities by teachers. In a Danish elementary school, a dynamic lighting technology with the option of choosing four different lighting scenarios was installed in classrooms. The teachers' use of the lighting was studied combining qualitative research material from observations and interviews and quantitative data from the lighting control system which indicated the teachers' choices for lighting scenarios. As a result, different types of motivations for interacting with lighting emerged in the analysis: Supporting and structuring learning activities; Communicating with lighting and involving students; Affecting students activity level and behavior; Creating atmosphere; and Supporting visual task and visual comfort. All these motivational aspects should be considered when designing dynamic lighting systems for learning environments, thus creating a new interactive tool for teachers.
We introduce evaluation probes for conducting emic, experiential evaluation of urban technologies "in the wild" without direct researcher presence. We commence with a thorough discussion and analysis of the original cultural probes, used by Gaver, Dunne and Pacenti to gain design inspiration, and their subsequent variations. We develop the concept of evaluation probes through careful reconceptualization and application of the cultural probes in three successive studies conducted in the wild. We recount and reflect on our use of evaluation probes and discuss their merits and limitations in experiential emic evaluation.
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