Abstract
Importance of lighting on human health and performance is well established. Optimal lighting conditions help in enhancing the performance and well-being of people. Whereas, glare caused by bright and direct lighting may become source of discomfort and impair visual performance. A very little research data is available correlating lighting with performance of young children in schools. Realizing the need of research in this area, the present cross-sectional study (2016–2017) investigated the impact of classroom lighting on the performance of 738 students, studying in schools in Delhi, selected through systematic sampling technique. The classroom lighting levels were represented through illuminance data recorded using lux meter ‘Testo-545’. Students’ performance was assessed by d2 test for speed and accuracy developed by Brickencamp and Zilmer. Questionnaire-cum-interview was used as data tool for assessing students’ perception towards classroom lighting. The results conclusively revealed that classroom lighting had significant impact on the concentration and performance of the students (P < 0.05). Classroom illuminance between 250 and 500 lux was linked with increased concentration of the students, which translated into higher scores and increased performance. Based on the results it is recommended to increase natural light inside classrooms through strategically placed windows and doors or artificial light through appropriate lamps and luminaires. The findings further indicate the need for extensive and detailed research in the area of lighting in educational spaces.
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Acknowledgements
We acknowledge grant received from Research Council, University of Delhi for funding monitoring instrument under Research and Development Project 2013, Reference no: DRCH/R&D/2013-14/4155.
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Singh, P., Arora, R., Goyal, R. (2020). Impact of Lighting on Performance of Students in Delhi Schools. In: Sharma, A., Goyal, R., Mittal, R. (eds) Indoor Environmental Quality. Lecture Notes in Civil Engineering, vol 60. Springer, Singapore. https://doi.org/10.1007/978-981-15-1334-3_11
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