Authors :
Soniha Nuzrat
Volume/Issue :
Volume 9 - 2024, Issue 11 - November
Google Scholar :
https://tinyurl.com/4mypjunc
Scribd :
https://tinyurl.com/4xz9cxee
DOI :
https://doi.org/10.38124/ijisrt/IJISRT24NOV013
Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.
Abstract :
Daylight is one of the most important aspects
of sustainable building. Well-integrated devices can
improve daylighting in classrooms and minimize energy
usage by limiting artificial lights. In western countries, the
analysis of daylight settings inside educational institutions
been a focus of interest since the 19th century. Even
though it’s been argued that to provide a interpretation
somewhere else even utilizing daylight rather than more
steady and controllable artificial light could decrease
students' performance while failing to provide a
comfortable and healthy environment, it appears that
there is now widespread agreement on the need to design
well-daylit space. (Vincenzo, 2017) Studies commissioned
in 1999 have shown daylight enhancing elements, such as-
shading devices, light shelves, and clerestories made
students perform better in daylit classrooms as well as
indicate the health benefits of daylighting (Heschong
Mahone Group, 1999) Researchers and architects have
recently focused on building performance, particularly in
educational settings, due to its direct and indirect impact
on space consumption and comfort. (Abdulqadir, 2019)
This paper will review on daylight's impact on student
performance and building performance and achievement
by presenting two case studies of schools that have
implemented technologies to enhance daylight and reduce
artificial lighting cost effectively into the buildings. Those
are- Kensington High School for the Creative and
Performing Arts and Clackamas High School in
Clackamas, Oregon. These case studies presented in this
paper will be studied and utilized as a guideline for
improving daylight educational environment in school
buildings in the future. It’s been visible from the
comparison of the case studies of Kensington and
Clackamas that solar orientation impacts on the direction
of buildings on the amount of daylight in classrooms and
architectural features such as- Light shelves, solar tubes,
skylight can efficiently increase and distribute daylight
for both good visual and low energy performance. The
research methodology is done by comparing many passive
and active daylight control devices. These cases reveal
some advantages and disadvantages were found out and
could be implemented for further design in school
settings. This paper can be used as a resource for daylight
design in school settings with cost effective devices in
future. It's not a stretch to believe that if daylighting
improves children's performance in schools, it might
likewise improve adults' performance in other
educational buildings.
Keywords :
Daylight, School Building, Sustainability, Energy, Children Performance.
References :
- Abdulqadir Bayz Hammad Amin, Dr. Faris Ali Mustafa, Dr. Sardar Swar, School design daylighting Analysis A study of Foundation schools in Erbil Governorate, Sulaimani Journal for Engineering Sciences / Volume 6 - Number 2 – 2019. AIA, https://www.aiatopten.org/node/48
- Baker, N.; Fanchiotti, A.; Steemers, K. Daylighting in Architecture: A European Reference Book; James and James Ltd.: London, UK, 1993.
- David H., Green features encourage schools to lighten up, 2002, https://www.djc.com/news/co/11136438.html
- Demir, Ayse. “Impact of Daylighting on Student and Teacher Performance.” Journal of Educational Instructional Studies in the World 3, no.1 (2013): 1-7
- Heschong Mahone Group, "Daylighting in Schools, “Pacific Gas and Electric Company on behalf of the California
Board for Energy Efficiency, August 1999
- Joetta L. Sack, Building Harmony, 2002, SCHOOL CLIMATE & SAFETY, https://www.edweek.org/leadership/building-harmony/2002/11
- Kuller, R. and C. Lindsten, "Health and Behavior of Children in Classrooms with and without Windows,” Journal
of Environmental Psychology, 12, pp. 305-317, 1992
- M. David Egan, Victor Olgyay, Architectural Lighting 2nd Edition, 2001.
- Nicklas, M. and G. Bailey, "Analysis of the Performance of Students in Daylit Schools,” Proc. of the 1997 Annual
Conference, ASES
- Philips, D. (2004) Daylighting Natural Light in Architecture, Architectural Press: Oxford.
- Pulay, AS. 2010. Awareness of daylighting on student learning in an educational facility. University of Nebraska - Lincoln, Lincoln
- Sanaz, A. and Soodeh, AS. 2012. The Impact of Indoor Lighting on Students’ Learning Performance in Learning Environments: A knowledge internalization perspective. International Journal of Business and Social Science. 4(24): 127-136.
- Vincenzo Costanzo 1,*, Gianpiero Evola 2 and Luigi Marletta 2 A Review of Daylighting Strategies in Schools: Buildings 2017, 7, 41; doi:10.3390/buildings7020041
- Wu, W.; Ng, E. A review of the development of daylighting in schools. Light. Res. Technol. 2003, 35, 111–125.
- YACAN, S., 2014, Impacts of daylighting on preschool students' social and cognitive skills, Accessed: 17 Feb. 2019.
Daylight is one of the most important aspects
of sustainable building. Well-integrated devices can
improve daylighting in classrooms and minimize energy
usage by limiting artificial lights. In western countries, the
analysis of daylight settings inside educational institutions
been a focus of interest since the 19th century. Even
though it’s been argued that to provide a interpretation
somewhere else even utilizing daylight rather than more
steady and controllable artificial light could decrease
students' performance while failing to provide a
comfortable and healthy environment, it appears that
there is now widespread agreement on the need to design
well-daylit space. (Vincenzo, 2017) Studies commissioned
in 1999 have shown daylight enhancing elements, such as-
shading devices, light shelves, and clerestories made
students perform better in daylit classrooms as well as
indicate the health benefits of daylighting (Heschong
Mahone Group, 1999) Researchers and architects have
recently focused on building performance, particularly in
educational settings, due to its direct and indirect impact
on space consumption and comfort. (Abdulqadir, 2019)
This paper will review on daylight's impact on student
performance and building performance and achievement
by presenting two case studies of schools that have
implemented technologies to enhance daylight and reduce
artificial lighting cost effectively into the buildings. Those
are- Kensington High School for the Creative and
Performing Arts and Clackamas High School in
Clackamas, Oregon. These case studies presented in this
paper will be studied and utilized as a guideline for
improving daylight educational environment in school
buildings in the future. It’s been visible from the
comparison of the case studies of Kensington and
Clackamas that solar orientation impacts on the direction
of buildings on the amount of daylight in classrooms and
architectural features such as- Light shelves, solar tubes,
skylight can efficiently increase and distribute daylight
for both good visual and low energy performance. The
research methodology is done by comparing many passive
and active daylight control devices. These cases reveal
some advantages and disadvantages were found out and
could be implemented for further design in school
settings. This paper can be used as a resource for daylight
design in school settings with cost effective devices in
future. It's not a stretch to believe that if daylighting
improves children's performance in schools, it might
likewise improve adults' performance in other
educational buildings.
Keywords :
Daylight, School Building, Sustainability, Energy, Children Performance.
