Designing User Centred Intelligent Classroom Lighting

Georgieva, Diana; Schledermann, Kathrine Marie; Nielsen, Stine Maria Louring; Hansen, Ellen Kathrine

doi:10.1007/978-3-319-76908-0_30

Cited by 4 publications

(3 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…One of the aspects considered for the development of method 1 was the lighting monitoring, which included daylight and rooms' usage recording, a use of electric lighting and an operation of shading systems (M1). Later, during the workshop dedicated to evaluation of the M1 results, it was decided to propose two other methods to allow for a deeper assessment of users' lighting behaviours and needs [18][19][20][21][22]. Method 2 is based on preinterviews, a workshop on lighting basics and post-interviews with the users (M2).…”

Section: Methodsmentioning

confidence: 99%

‘Personas for lighting’. Three methods to develop personas for the indoor lighting environment

Sokol

Matusiak²,

Amorim³

et al. 2023

Energy and Buildings

View full text Add to dashboard Cite

Section: Methodsmentioning

confidence: 99%

‘Personas for lighting’. Three methods to develop personas for the indoor lighting environment

Sokol

Matusiak²,

Amorim³

et al. 2023

Energy and Buildings

View full text Add to dashboard Cite

“…During this decade, daylighting and electric lighting were in focus, with daylight-related research being included in fourteen out of twenty-four studies, meaning that more than half of the papers are investigating daylight related aspects in school classrooms (3,(33)(34)(35)(36)(37)(38)(39)(40)(41)(42)(43)(44). The number of studies that focussed on electric lighting in school classrooms is twelve (1,36,42,(45)(46)(47)(48)(49)(50)(51)(52)(53). Only two studies investigated both daylight and electric lighting in school classrooms (36,42).…”

Section: The Decade 2010-2020mentioning

confidence: 99%

“…Qualitative methodologies used and described in the published studies were questionnaires linked to perceived light levels, various tests for students' assessment, direct observations of the activities and teaching processes and the photo registration of the space. Photo registration, however, was presented as a methodology only in one study (50), and direct observations were used to collect data in three studies. Out of these three papers, one investigated daylight and electric lighting using direct observations (42).…”

Section: The Decade 2010-2020mentioning

confidence: 99%

A review of lighting research in educational spaces

Angelaki

Besenecker

Danielsson

2022

IOP Conf. Ser.: Earth Environ. Sci.

View full text Add to dashboard Cite

The present paper summarises tendencies related to research in lighting for school environments from 1980 to 2020. Methods and tools used to evaluate and analyse both daylight and electric lighting are presented. The studies in this literature review were grouped in four decades and are presented chronologically. The review suggests a shift from on-site evaluations in the early decades, both when using qualitative and quantitative research methods, to software-based research and analysis in more recent studies. during the past decade, there appears to be a general increase in both software and user-based techniques for evaluation and design of educational spaces. However, it is interesting that the lighting layout in classrooms does not show significant changes during the four decades since it follows the same grid pattern regardless of the changes in architectural, design and teaching tendencies.

show abstract

Dynamic Lighting in Classrooms: A New Interactive Tool for Teaching

Schledermann

Pihlajaniemi

Sen

et al. 2019

Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering

Self Cite

View full text Add to dashboard Cite

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.

show abstract

Designing User Centred Intelligent Classroom Lighting

Cited by 4 publications

References 4 publications

‘Personas for lighting’. Three methods to develop personas for the indoor lighting environment

‘Personas for lighting’. Three methods to develop personas for the indoor lighting environment

A review of lighting research in educational spaces

Dynamic Lighting in Classrooms: A New Interactive Tool for Teaching

Contact Info

Product

Resources

About