The Impact of Dynamic Lighting in Classrooms: A Review on Methods

Publikation: Bidrag til bog/antologi/rapport/konference proceedingKonferenceartikel i proceedingForskningpeer review

1 Citationer (Scopus)
19 Downloads (Pure)

Abstrakt

In order to understand how research can support lighting designs to improve nurturing environments for learning, a literature review was carried out. The review examined lighting research methods and parameters used for evaluating the effect of dynamic lighting in classrooms. The test parameter gaining most attention in the studies is academic performance; whereas qualitative test parameters, such as behaviour and mood, are addressed in less than a third of the selected studies. The analysis of these methods leads to a conclusion that learning environments to a broader extent should be studied and designed holistically through a mixed method approach. It is suggested that the potentials of dynamic lighting in learning environments are explored through design driven innovation and the use of mixed methods, in order to be able to put more emphasis on the students’ and teachers’ needs for dynamic lighting scenarios.
OriginalsprogEngelsk
TitelInteractivity, Game Creation, Design, Learning, and Innovation : 6th International Conference, ArtsIT 2017, and Second International Conference, DLI 2017, Heraklion, Crete, Greece, October 30–31, 2017, Proceedings
RedaktørerEva Brooks, Anthony L. Brooks, Nikolas Vidakis
Antal sider11
ForlagSpringer Publishing Company
Publikationsdato7 mar. 2018
Sider479-489
ISBN (Trykt)978-3-319-76907-3
ISBN (Elektronisk)978-3-319-76908-0
DOI
StatusUdgivet - 7 mar. 2018
BegivenhedThe International Conference on Design, Learning and Innovation - Heraklion, Grækenland
Varighed: 30 okt. 201731 okt. 2017

Konference

KonferenceThe International Conference on Design, Learning and Innovation
LandGrækenland
ByHeraklion
Periode30/10/201731/10/2017
NavnLecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering
Vol/bind229
ISSN1867-8211

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