Dynamic Lighting in Classrooms: A New Interactive Tool for Teaching
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.
KeywordsInteractive lighting Dynamic lighting Lighting design Learning environment Teaching tool Field study Interaction User-centric design
We warmly thank children and teachers of the 6th grade at Herstedlund School and Albertslund Municipality, Zumtobel and Sweco, our project partners in the Interreg project, Lighting Metropolis. Thanks to the Academy of Finland for the funding which enabled H. Pihlajaniemi to work in the project as a visiting researcher at the Aalborg University.
- 1.Undervisningsministeriet. https://www.uvm.dk/statistik/grundskolen/elever/elevtal-i-grundskolen, https://www.uvm.dk/folkeskolen/fag-timetal-og-overgange/undervisningens-samlede-laengde. Accessed 14 Dec 2017
- 2.Hansen, E.K., Nielsen, S.M.L., Georgieva, D., Schledermann, K.M.: The impact of dynamic lighting in classrooms. a review on methods. In: Brooks, A., Brooks, E., Vidakis, N. (eds.) ArtsIT/DLI -2017. LNICST, vol. 229, pp. 479–489. Springer, Cham (2018). https://doi.org/10.1007/978-3-319-76908-0_46CrossRefGoogle Scholar
- 4.Mott, M.S., Robinson, D.H., Walden, A., Burnette, J., Rutherford, A.S.: Illuminating the effects of dynamic lighting on student learning. SAGE Open 2012, 1–9 (2012)Google Scholar
- 7.Choi, K., Suk, H.J.: Dynamic lighting system for the learning environment: performance of elementary students. Opt. Soc. Am. (OSA) 24(10), A907–A916 (2016)Google Scholar
- 9.BRANZ Ltd.: Designing Quality Learning Spaces: Lighting. New Zealand: Ministry of Education (2007). ISBN 0-478-13619-6; WEB ISBN 0-478-13624-2Google Scholar
- 10.Georgieva, D., Schledermann, K.M., Nielsen, S.M.L., Hansen, E.K.: Designing user centred intelligent classroom lighting. In: Brooks, Anthony L., Brooks, E., Vidakis, N. (eds.) ArtsIT/DLI -2017. LNICST, vol. 229, pp. 314–323. Springer, Cham (2018). https://doi.org/10.1007/978-3-319-76908-0_30CrossRefGoogle Scholar
- 11.Creswell, J.W.: Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 4th edn. SAGE Publications Inc., USA (2014)Google Scholar
- 12.Bryman, A.: Social Research Methods, 4th edn. Oxford University Press, New York (2012)Google Scholar
- 14.van Someren, K.L., Beaman, C.P., Shao, L.: Users’ experience of lighting controls: a case-study. Light. Res. Technol. 2017, 1–16 (2017)Google Scholar
- 15.van Essen, H., Offermans, S., Eggen, B.: Exploring the role of autonomous system behavior in lighting control. In: Proceedings of Designing Interactive Lighting workshop at DIS 12, Newcastle, Great Britain (2012)Google Scholar