Interactivity, 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

Research Article

Designing User Centred Intelligent Classroom Lighting

  • @INPROCEEDINGS{10.1007/978-3-319-76908-0_30,
        author={Diana Georgieva and Kathrine Schledermann and Stine Nielsen and Ellen Hansen},
        title={Designing User Centred Intelligent Classroom Lighting},
        proceedings={Interactivity, 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},
        proceedings_a={ARTSIT \& DLI},
        year={2018},
        month={3},
        keywords={Lighting for learning Design research User centred lighting design Learning environment Intelligent lighting Design methodologies Design of innovative learning environments},
        doi={10.1007/978-3-319-76908-0_30}
    }
    
  • Diana Georgieva
    Kathrine Schledermann
    Stine Nielsen
    Ellen Hansen
    Year: 2018
    Designing User Centred Intelligent Classroom Lighting
    ARTSIT & DLI
    Springer
    DOI: 10.1007/978-3-319-76908-0_30
Diana Georgieva1,*, Kathrine Schledermann1,*, Stine Nielsen1,*, Ellen Hansen1,*
  • 1: Aalborg University
*Contact email: diana.z.georgieva@gmail.com, kat@create.aau.dk, stm@create.aau.dk, ekh@create.aau.dk

Abstract

Through a case study, this paper presents a new way of designing intelligent classroom lighting to meet the users’ needs. A mix of ethnographic methods (field observations and interviews) were used to investigate the everyday learning activities at a middle school in Copenhagen in order to determine how lighting can support the learning environment. Based on the investigations, lighting design criteria and three predefined lighting scenes are proposed as a new design for meeting the needs of students and teachers during three types of activities. The scenes focus on smartboard visibility and on creating a visual focus on the teacher who is the centre of attention during most activities. It is hypothesised that if the scenes are used according to the different types of activities this would enable the teacher to create structure in the lessons and through this improve the behaviour of the students.