Uncharted territory daylight performance.pdf (3.2 MB)
Download fileUncharted territory: daylight performance and occupant behaviour in a live classroom environment
conference contribution
posted on 2015-11-26, 14:26 authored by Nafsika Drosou, John MardaljevicJohn Mardaljevic, Victoria HainesVictoria HainesIn 2013, in an effort to improve the visual environment in future schools, a UK regulation specified mandatory
daylight evaluations using, for the first time, climate-based metrics. Existing research on the daylighting
performance of classrooms is limited and challenged by poor light measurement instrumentation, as well as the
practicalities of the ‘live’ classroom setting. This paper describes an ongoing project aimed at providing
evidence that will improve the understanding of how building occupants perceive daylight; how they respond to
daylight performance due to the building design; and how their needs and actions shape the actual daylight
performance of classrooms. A mixed method qualitative and quantitative approach is presented for the
investigation of the aforementioned in four classrooms located in two secondary schools in the UK. Previously
mentioned challenges are addressed by employing a High Dynamic Range imaging technique for monitoring
physical data and the behaviour (blind and electric light use) of the occupants. The challenges encountered in the
current study are discussed.
History
School
- Architecture, Building and Civil Engineering
Published in
6th VELUX Daylight SymposiumCitation
DROSOU, N., MARDALJEVIC, J. and HAINES, V., 2015. Uncharted territory: daylight performance and occupant behaviour in a live classroom environment. Presented at: 6th VELUX Daylight Symposium, London, 2-3 September.Publisher
VeluxVersion
- VoR (Version of Record)
Publisher statement
This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/Publication date
2015Notes
This is a conference paper.Publisher version
Language
- en