The purpose of this research is to study and compare different lighting design factors affect learners' learning behaviours. The research hypothesis is that different lighting design factors affect learners' learning efficiency within classrooms. They enhance the ability to learn and support or promote learners' learning and stimulate the interest of the students. The research method was exploratory and interviews of learner's popularity with the use of lighting in the classroom. The research instruments used were interviewing form and classroom physical environment modelling by different lighting issues. Through controlling other design factors (an unadorned environment) to reduce the attention of interview respondents and no stimulated of their feeling. The questionnaires were used to collect two issues. There are the personal data of 50 non-artistic learners or designers and 50 artistic learners or designers, totalling 100 people, and the data of the correlation of perception between the two groups' and response of learner groups; friendly, relieve, privacy, excitement, the beauty of classroom and overall satisfaction. These all reaction to classroom environment with different lighting in 3 main factors; light pattern, colour temperature and type of light. The results found that the diffuse-lighting is more suited to classroom design than the point-lighting.
Preechaya Krukaset, Suan Sunandha Rajabhat University, Thailand
Stream: Environmental Studies
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