Abstract
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.
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Acknowledgement
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.
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© 2019 ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering
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Schledermann, K., Pihlajaniemi, H., Sen, S., Hansen, E.K. (2019). Dynamic Lighting in Classrooms: A New Interactive Tool for Teaching. In: Brooks, A., Brooks, E., Sylla, C. (eds) Interactivity, Game Creation, Design, Learning, and Innovation. ArtsIT DLI 2018 2018. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, vol 265. Springer, Cham. https://doi.org/10.1007/978-3-030-06134-0_41
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DOI: https://doi.org/10.1007/978-3-030-06134-0_41
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