Effects of colored lighting on learning processes: towards a smart classroom
Colour in the classroom, either in isolation or in conjunction with other environmental factors, is an element that has been widely discussed in the scientific literature, albeit not systematically. On the other hand, its evolution towards coloured light, made possible in recent years by light emitt...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universitat Politècnica de Catalunya (UPC) |
| Repositorio: | UPCommons. Portal del coneixement obert de la UPC |
| Idioma: | inglés |
| OAI Identifier: | oai:upcommons.upc.edu:2117/409831 |
| Acceso en línea: | https://hdl.handle.net/2117/409831 https://dx.doi.org/10.3926/jotse.2236 |
| Access Level: | acceso abierto |
| Palabra clave: | School buildings -- Lighting Classrooms -- Design Color -- Psychological aspects Cognition Educational environment Light colour Emotional development Dynamic colour Learning environment Edificis escolars -- Enllumenat Aules -- Utilització Color -- Aspectes psicològics Cognició Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Psicologia de l'educació |
| Sumario: | Colour in the classroom, either in isolation or in conjunction with other environmental factors, is an element that has been widely discussed in the scientific literature, albeit not systematically. On the other hand, its evolution towards coloured light, made possible in recent years by light emitting diode (LED) technology, has hardly found a place among researchers. Despite the progressive rise of smart classrooms, intelligent learning environments or references by some authors to "dynamic lighting", its analogous concept, "dynamic colour", hardly appears in reviews of the scientific literature. This exploratory, quasi-experimental study shows how coloured light affects the learning process in primary school classroom environments, integrating cognitive processes, instrumental learning and affective processes, and helping to define the dynamic potential of its use. The experimental part has been carried out for four weeks, collecting data that are analysed descriptively, comparatively with the control group and in the internal variance of the experimental group. The results show positive influence tendencies in the cognitive and affective processes of the students, although not so much in instrumental learning |
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