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Do Attention and Memory Tasks Require the Same Lighting? A Study in University Classrooms

Author

Listed:
  • Carmen Llinares

    (Institute for Research and Innovation in Bioengineering (i3B), Universitat Politècnica de València, 46022 València, Spain)

  • Nuria Castilla

    (Centro de Investigación de Tecnología de la Edificación (CITE), Universitat Politècnica de València, 46022 València, Spain)

  • Juan Luis Higuera-Trujillo

    (Institute for Research and Innovation in Bioengineering (i3B), Universitat Politècnica de València, 46022 València, Spain)

Abstract

Lighting plays a fundamental role in learning spaces as it influences students’ performance. Nowadays, new technologies and new teaching methods in higher education mean that very different visual tasks are performed in the classroom, so further research is necessary to identify what lighting is best suited to these new tasks. The objective of the study is to analyse the impact that variations in levels of illuminance and Correlated Colour Temperature (CCT) of classrooms have on the cognitive functions (attention and memory) of university students. The cognitive performance of 90 participants was evaluated based on attention and memory tasks. The participants had to view nine virtual classroom configurations, with three different illuminance settings (100 lx, 300 lx and 500 lx) and three CCTs (3000 K, 4000 K and 6500 K). The results showed that attention and memory tasks require different level of illumination. While attention improves with higher light levels, memory improves with lower light levels. Higher CCTs generate better performance in both attention and memory tasks. These results highlight the link between lighting and students’ cognitive responses. This study and its methodology can be useful for architects and researchers as they establish lighting design guidelines capable of improving students’ cognitive processes.

Suggested Citation

  • Carmen Llinares & Nuria Castilla & Juan Luis Higuera-Trujillo, 2021. "Do Attention and Memory Tasks Require the Same Lighting? A Study in University Classrooms," Sustainability, MDPI, vol. 13(15), pages 1-13, July.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:15:p:8374-:d:602380
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    References listed on IDEAS

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    1. Rajagopal, 2014. "The Human Factors," Palgrave Macmillan Books, in: Architecting Enterprise, chapter 9, pages 225-249, Palgrave Macmillan.
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    Cited by:

    1. María Luisa Nolé & David Soler & Juan Luis Higuera-Trujillo & Carmen Llinares, 2022. "Optimization of the Cognitive Processes in a Virtual Classroom: A Multi-objective Integer Linear Programming Approach," Mathematics, MDPI, vol. 10(7), pages 1-20, April.
    2. Yuan Fang & Chang Liu & Chengcheng Zhao & Hongyu Zhang & Weizhen Wang & Nianyu Zou, 2022. "A Study of the Effects of Different Indoor Lighting Environments on Computer Work Fatigue," IJERPH, MDPI, vol. 19(11), pages 1-18, June.
    3. María Luisa Nolé & Juan Luis Higuera-Trujillo & Carmen Llinares, 2021. "Effects of Classroom Design on the Memory of University Students: From a Gender Perspective," IJERPH, MDPI, vol. 18(17), pages 1-17, September.
    4. Ružena Králiková & Laura Džuňová & Ervin Lumnitzer & Miriama Piňosová, 2022. "Simulation of Artificial Lighting Using Leading Software to Evaluate Lighting Conditions in the Absence of Daylight in a University Classroom," Sustainability, MDPI, vol. 14(18), pages 1-16, September.

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