A questionnaire was conducted to investigate how 140 architecture students apprise daylight conditions within the classrooms. The participants were requested to evaluate the luminous environment and their luminous comfort. They were also asked about light preferences and knowledge on daylight metrics and regulations. The students’ subjective appraisals results were compared with the experts’ assessment and the on-site illuminance measurements. Later on, the students had to carry out a series of daylight indices simulations summarizing daylight conditions in their private rooms (a user’s experience), and in a room, within a building, they had been designing (a designer’s experience). The perception of the luminous environment was analysed against participants’ comprehension of daylight simulations data. The issues students encountered during the daylight indicators analysis suggested that more coherent daylight education should be offered for future architects.
Authors
Additional information
- DOI
- Digital Object Identifier link open in new tab 10.25039/x46.2019.po127
- Category
- Aktywność konferencyjna
- Type
- publikacja w wydawnictwie zbiorowym recenzowanym (także w materiałach konferencyjnych)
- Language
- angielski
- Publication year
- 2019
